From the classroom last row to the teacher's desk

The journey from student to teacher isn't always smooth, but for Maxime Schreiner, a clear vision and adaptable mindset made all the difference. This captivating episode follows the path of a young French teacher who transitioned from being the quiet student in the back row to standing confidently at the front of the classroom.

Maxime shares how his childhood dream of becoming a teacher evolved through his Bachelor's and Master's degrees at the University of Luxembourg. With remarkable pragmatism, he navigated university challenges—including pandemic disruptions—while maintaining focus on his goals. His student work experience at the university's Media Center provided unique behind-the-scenes perspectives that enriched his educational journey.

What makes Maxime's approach to teaching particularly compelling is how his own experience as a reserved student shapes his classroom philosophy. He understands that not every student actively participates, but that doesn't mean they aren't engaged or inspired. "Sometimes you think they are not listening, but they might be," he explains, highlighting his commitment to reaching learners of all types.

Perhaps most charming is the symbol of continuity through his journey—a Winnie the Pooh pencil case he's carried since age 13. This simple object has accompanied him from high school student to university graduate to professional teacher, representing both his journey and the childlike curiosity he still brings to education.

For anyone considering a teaching career, studying at the University of Luxembourg, or simply interested in educational perspectives, Maxime's story offers valuable insights about perseverance, finding your path, and the continuous nature of learning. As he wisely notes, "I'm a better teacher than yesterday, but still not as good as tomorrow."

Interested in signing up for the Bachelor en Cultures Européennes?

Visit the website : bce.uni.lu

If you have any specific questions regarding this Bachelor, please contact: bce.office@uni.lu

---

Transcript

Meet Maxime: new teacher's journey

Masti 0:02

Hello and welcome to Alumni Stories, a podcast brought to you by the University of Luxembourg. I'm your host, Masti. Let me give you an idea of what Alumni Stories is all about. Whether you've studied here before, or you're curious and consider pursuing your studies at the University of Luxembourg, or just want to listen to interesting people, whatever it might be, you're at the right place. I know it sounds forward, but let me break it down for you. Every episode will star a former student who finished your degrees and has set a foot into the working world, or, as I like to call it, the grown-up life. We'll get a glimpse of each individual, their personal ups and downs, their survival strategies, the recipe to balance uni and life, and much more. So if you're, like me, someone who's been looking for the right study program but hasn't been able to find the right fit yet, call this your lucky day, because this podcast is made for you. So, without any further ado, let's dive into today's episode.

Masti 1:09

Today's guest is a young and striving person. As a teacher that recently started working, he remembers best what it's like to transition from campus to career. Dreaming of becoming a teacher from a young age made him chase his goal no matter the circumstances. Staying calm and collected, combined with a clear vision, helped him throughout his journey. Let's find out what inspired him to commit to his dream job, the unexpected friendships he made along the way, and his advice for upcoming teachers. Please welcome Maxime Schreiner.

Maxime 1:43

Thank you for having me.

Masti 1:44

I'm so excited to have you here today. You just became a teacher, so it's like a very current event. So please tell us about yourself and your teaching life.

Maxime 1:56

Yeah, so basically I started teaching in September. So I just graduated last year from uni and so, I started right from the beginning of this school year, and it's been six, seven months that I'm teaching now.

Masti 2:12

Is teaching something that you've always wanted to do?

Maxime 2:15

Yeah, basically, I always wanted to be a teacher, so I started first to study teacher in elementary school. Then, I saw that the children were maybe a bit too small for me. And since I liked the interaction with other children, I just switched to French, to teach French and becoming a French teacher.

Masti 2:36

And how did you first recognize that you wanted to become a teacher? Was it something natural, or did you have parents that were teacher, or how did that idea come up for you?

Maxime 2:48

No, I've always wanted to become a teacher. My parents are no teachers, but like I like the teacher role in society. You have to just inspire people just to become something better, a better version of themselves. So try to teach things like basic things, a bit more complex things in upper classes. But yeah, just like you have to be an inspiring person and I had the luck to have some teachers who were very inspiring. It's a bit like they are kind of a role model and it's pretty funny to see them today in school. I just like to be the colleague of your

Masti 3:27

So you're actually colleagues with them today?

Maxime 3:30

Yeah, in different schools, so you just see them sometimes.

Masti 3:36

you say that you're happy with being a teacher? Because sometimes you sometimes, have an image of what it would be like, but , when you actually become the thing you want to be, it might be different.

Maxime 3:49

Basically, the teacher experience in the beginning is very hard because you have a lot of work to put in. But I really enjoy it because after preparing your lesson, when you really give the lesson to the children, it's perfect. The interaction with them is just like it's something I've always wanted to do.

Masti 4:09

It's like natural for you.

Maxime 4:11

Exactly, it's just perfect. It's not really how I imagined it, but it still is great.

Masti 4:17

Why isn't it how you imagined it to be?

Maxime 4:20

You don't just give your lecture or your course and just go like you prepare it beforehand. You have to

Masti 4:28

So it's a lot of work.

Maxime 4:29

It's a lot of work, definitely, but to bring complex things to children, you have to simplify a lot, so it's still very interesting.

Masti 4:37

Yeah, I think that's the hardest part, because to actually be able to make something that is so complex simple means you really have to understand what you're talking about. And then, trying to get children to understand it is, like, probably the hardest thing one can do.

From student dream to teaching reality

Maxime 4:53

Exactly that was my big issue in the beginning because for you, it's something that's natural, easy, but you teach it to children who are 14, 15. So you have to go back to basics and just to give them the simplified version of the knowledge and just try to tell them, just to get that knowledge, to complexify it by themselves.

Masti 5:20

Yeah, and how was the transitioning for you from the student to the teacher?

Maxime 5:29

Well, at the beginning it was pretty hard because I was a student who was used to be sitting in the last row, so just coming back to the chair of the teacher is pretty strange, was pretty strange. B but today it's got an habit and so now it's okay.

Masti 5:49

When you are a student, like just generally speaking, and then you work your way up to becoming a teacher, it is more or less easily done in terms of standing in the classroom and giving the lectures? Or would you say it's a very long process?

Maxime 6:12

You get the habit pretty fast, but you don't get the good habit pretty fast. So it's long, I would say, to become a good teacher. It's a long process. I think it's lifelong learning, like I am a better teacher than yesterday but I'm still not as a good teacher as tomorrow.

Masti 6:29

That's really beautifully said actually. So you mentioned that you are a French teacher.

Maxime 6:36

Yeah.

Masti 6:37

Do you also have any other subjects?

Maxime 6:38

No, only French.

Masti 6:41

So how come you choose to be a French teacher? Did you always like the language, or what is the reason?

Maxime 6:49

I've always been comfortable with the French language. So in my last year of high school, I just read La Peste from Camus and I think that was the clicking point where I was just like inspired by a book. And then afterwards, well as I said, I tried the way of elementary teacher, but then I switched back to just to do French, like pure French, let's say.

Masti 7:18

Actually, I don't know how that works, because what I'm thinking is, you're in the last year of high school. You decided French literature is something that you enjoy, and then you would go for the university. Or is it different when you want to become an elementary school teacher?

Maxime 7:30

Well, we did a practical ship from uni. So I was in school and their practical ship went very well, but still I recognized that it wasn't meant for me. So, the choice was already done, let's say in December for the next year, the year afterwards. And so I just went for French.

Masti 7:52

Okay, so school's done. You said "oh, the University of Luxembourg is next to where I live, let's just go for the BCE in French, or what was it that was so appealing to you?

Maxime 8:05

Yeah, definitely it's because of the proximity to where I live. So I just chose the BCE because the curriculum is pretty interesting too. You can choose between subjects, like you don't only do French, so you still have some history and other language. So it's pretty interesting to have like a more global vision of the whole thing in bachelors.

Masti 8:30

How did it prepare you? Did the bachelor give you some idea of what your everyday life could look like later on, in terms of teaching? Did you get a sense for that?

Maxime 8:42

Let's say for the teaching not really, but I think it's more for the thought process, like. It's more like the BCE gave me like a bigger version of how things are, let's say. The fact that you can have... that you have like lots of languages, literatures, history, philosophy, etc. You have a bigger panorama of what knowledge is than just to give the children afterwards. You have a bigger vision of, let's say, everything. You see a bit of everything, like whole European context. So it's a bit more

Masti 9:26

It's like a broader version of things.

Maxime 9:28

Exactly, like it's a big opening let's say.

Masti 9:31

From there on, you decided to stay and go for the masters too, here at the university?

University experience and student job

Maxime 9:37

Exactly yeah, like the choice was between two universities, one was the university of Luxembourg; and in the end, like I chose, the University of Luxembourg.

Masti 9:47

What was the other choice?

Maxime 9:48

The other choice was Liège.

Masti 9:50

Ah okay, why was it that you chose the university here?

Maxime 9:54

Like basically I chose the Master in Enseignement Secondaire in the University of Luxembourg because, like I saw that the other universities like... No three choices, I need to correct. Three choices, it was Liège and Strasbourg and in the end, yeah, I chose basically the Master in Enseignement Secondaire because of the media center.

Masti 10:16

Yeah, but that's fine because I mean, what people don't know is that Maxime did a... I don't know if you did an internship at first or did you just start working here?

Maxime 10:25

Well basically I started working at the IT department and then, in summer I did like the summer job in media center and then, yeah, I started working as a student job at the media center.

Masti 10:41

Okay, maybe because probably a lot of people don't know what the media center really is. It's part of the university and they have like everything you can imagine that has to do with media kind of, and you can do HIWI jobs here as well. And for Maxime, it was the same thing. He decided to do an IT HIWI job and then he, I guess, clicked with the team and enjoyed his time here, which is probably one of the reasons that made you stay for the Masters.

Maxime 11:07

Exactly, it was a big point in the -

Masti 11:11

In your decision making.

Maxime 11:12

Exactly yeah.

Masti 11:14

And would you say that the experience you gained during your HIWI job here helped you in your university time?

Maxime 11:24

Definitely. Like you see the professors from the other side, you see how things are, let's say, behind the scenes. So it's pretty interesting to have lots of discussion with some professors that are maybe helping you to see a different point of view and everything. So it's very interesting.

Masti 11:45

I'm just wondering why you chose the IT department when teaching in French has nothing to do with that really.

Maxime 11:53

Well, basically the IT department because a friend of mine was working at the IT department and he needed some help, so they needed the student to help them out. So he called me and I said yes, basically.

Masti 12:08

And they said, " this guy, the French guy, he's doing his BCE. He will be a good choice for us in the department here.

Maxime 12:16

I hope.

Masti 12:20

Well okay, because of that, you chose to stay. And how was the master's program like? How can one imagine it?

Maxime 12:27

Basically the master's degree is like divided in let's say, two to three parts. Like you have the, let's say, the French literature part where you just do like normal literature lectures, and then you have the pedagogical part where you really get the basics of pedagogical thoughts and everything, like the different methods etc. And in the end, you have two practical ships during the two years where you are really in a school, where you accompany like a teacher, yeah, and you really get to know how it is to be a teacher, because you give classes, you see classes, you are really on the field.

Masti 13:10

And would you say that after your bachelor's degree and then going into the masters, did the bachelor give you like a good base for the masters?

Maxime 13:21

Yeah, definitely. I think the bachelor's got me a really big base to continue and, like, as I already said, like it gives you a really bright base.

Masti 13:35

What is it like to be in that master's program? Did it stress you out a little, or was it more like okay now I'm getting to my goal, I id want to become a teacher and this is really preparing me?

Maxime 13:46

would have said yes because like in the beginning, you don't really see where you have to go with it because some lecturers are still a bit, let's say, abstract. But today, I really see where they wanted to go and everything. So it's a bit... It's also a long time process.

Masti 14:04

Yeah, I'm kind of wondering did you do the concours too, or is that still up for you?

Maxime 14:10

No, I did the concours too, yeah. So like, basically the master's is also preparing the concours where you have the different subjects: linguistics, dissertation, translation and oral exam.

Masti 14:26

How hard was it?

Maxime 14:27

Very hard, definitely. No, it's very hard but it's doable, it's very doable. Since it's our subject, let's say like you've studied five years of your life on that, so it's okay. It's just knowledge that we are supposed to know when you have like master's degree, it's like the right French.

Masti 14:51

Y ou've done this, you went to the concours and it went so fast actually. I know a lot of people that will take their time with it, but you just did it immediately.

Maxime 15:00

I just did it immediately because like I told myself that just from uni, you do it, you're still, let's say, fresh in studying, so just give it a try and then you'll see how it goes.

Masti 15:13

And it went well.

Maxime 15:14

I tried and, yeah, it went well.

Masti 15:15

So you got all the hard things like it was behind you already. You also mentioned you did two practical ships.

Maxime 15:23

Yeah.

Masti 15:24

That was before the concours I guess, it's like after the masters?

Maxime 15:28

No, the practical ships were during the master's degree.

Masti 15:30

Oh during, okay. And that's when you really knew this is the right choice for you?

Maxime 15:35

Yeah, definitely like t The two practicalshi ps went very well. Like, for instance, one of the practicalship, I did it in the school where I am today. Like when you start as a young teacher, you have a tutor, and I did the practicalsh ip in my school, with my actual tutor at that time.

Masti 15:55

he of funny that you ended up there again.

Maxime 15:57

Exactly yeah.

Masti 15:58

But that's maybe also a good thing that, when you have those two practicalships during your master's degree, you might even find a place with people that may offer you a job later on.

Teaching philosophy and student connection

Maxime 16:09

Exactly like you show yourself, you show your skills. So, like your skills or your future skills you could develop let's say, since you're still young. You've never taught, so it's just like -

Masti 16:23

And did you do any Erasmus program?

Maxime 16:26

No, I couldn't because of Covid.

Masti 16:27

So did you do your bachelor's during the corona time?

Maxime 16:31

Yeah, corona started in second semester in bachelors, so.

Masti 16:36

And how was the transition from coming here to, now we have online classes? Was it rather hard or was it rather good for you?

Maxime 16:46

At the beginning, it was hard because like nobody really knew what was going on, but afterwards you just get used to the situation. And it's not if it's hard or not, like you just have to adapt to situations, and then it's nothing. You really have like the choice or you can manage. So just have to get used to the situation and you see how it goes.

Masti 17:08

You're like such a chill guy. [both laugh] He's like, yeah, whatever happened, I'm just like

Maxime 17:16

It's like that like afterwards, like when everybody got used to the covid system with webex etc. I still could do like a semester of 50 ects, so it's okay, like everything's feasible.

Masti 17:30

I mean it reminds me of your life's motto, which is ça passe", and I'm like okay, it will just go yeah.

Maxime 17:37

It will just go, like you have to make it go. If not, well, it will still go. It will go in a different way than you want it to, but you have to adapt to the situation.

Masti 17:46

So you couldn't really have a student life per se. I mean, for now I don't know how the Corona time was. I feel like there's a lot of offerings, I mean there's so many nice restaurants around here. I don't know about the party life, but I know for a fact that you can have a good time still.

Maxime 18:02

No, definitely you can have a good time, but still it's not, let's say, the typical student life.

Masti 18:08

But would you say that you missed out on something because you didn't have it?

Maxime 18:14

No, it was in the package. You know where are you going or well, I knew where I was going or how it was, so just knew it from the beginning. On that, it might not be this typical

Masti 18:27

Party hard.

Maxime 18:28

Exactly, yeah.

Masti 18:29

Well, I think that also has a lot of advantages too, because you can stay focused on something new.

Maxime 18:36

Yeah definitely, completely.

Masti 18:37

So we can kind of tell that working here also inspired you to stay dedicated to your studies here in Luxembourg, too. So you would probably suggest people out there to start some sort of job maybe? Maybe they can find a sort of belonging there or even a new workplace for the future? So it could be something that is a nice add-on.

Maxime 19:02

No, definitely. Studying is good, but I think you always have to have your own experience, something else, even in a very different field that's maybe not yours, as it was my case. It's a very good experience because you see, as I said, you see something different. If you're very lucky, you get to meet some people, like I did, like who become friends, and so it's just like something you add to your knowledge like IT, media knowledge. So it's just a good thing I would say, not just to stay in your corner, there with your vision, your knowledge, just to open up and just to see something else.

Masti 19:48

So I'm expecting that your classes are very modern and full of technical cool tools. I mean, you learned them here.

Maxime 19:56

Definitely I try to, but sometimes you have to know that not everybody knows how to get on with the different tools, so like you still have to simplify a lot in school.

Masti 20:12

It's been a couple of months for you working as a teacher. How much were you able to develop in that time, like when you're looking back at the first day and looking at yesterday, what big of a difference did you make?

Maxime 20:27

Well, the difference is very huge, like when I just see what I did in September, let's say, just talking about courses. You're just there, like standing and be like well, it's been a long way. I think in a year or, for sure, in six months, I will be re-watching the lectures or the courses I did today and you'll still be shocked what you did. I think it will go on for a bit until you just really find your own way as teacher and it's just hard to try to find out like it's nothing. You don't have a guide to become a good teacher, like you have to experience and just to try to give always the best.

Masti 21:14

How do you know that you're giving a good lecture? Do you have like feedback? Do you ask for feedback of your students? How is that for you?

Maxime 21:23

Yeah really try to get as much feedback as possible. Like, as I already said, like I have tutors coming and watching some class who gives me feedback. I'm always asking by the end of the trimester or semester the children like, how did you like it? And you'll also see it when you finish your lecture, if you are satisfied, or if the children are satisfied just like having a child who's coming to you and just saying like "yeah, it was cool today, like sometimes that's like a very big plus, like you're just standing there, like that's

Masti 22:02

Like proud.

Maxime 22:03

If only one person enjoyed the lecture, it was already worth it, so it's a good thing.

Masti 22:09

I think that's a good approach. And I mean it's like the small accomplishments throughout the day that really makes the big thing for you.

Masti 22:16

And are there things... I mean you mentioned you were inspired by teachers you had back then. Would you say that you kind of try to get into like a similar position, like live up to what they gave you?

Organization, motivation and winnie Pooh

Maxime 22:29

Definitely. I think it's the role as a teacher, you have to inspire people in general. Or maybe not inspire but just like try to give the spark to the children. Maybe it will not be for everybody but, by saying something, it might click in somebody's head.

Masti 22:52

How do you give them that spark? Tell us your teaching ways.

Maxime 22:55

I don't know if I can give it, but I would really like to. It's just like that's something you will never know. Basically, the teachers who inspired me also don't know if they're really inspiring, because I was kind of student who was sitting in the last row, and be very quiet, so basically they might not... you never know what you inspire, but just saying something, just a little phrase or just a little

Masti 23:23

What is that phrase like? What can I imagine that phrase to be like?

Maxime 23:27

I don't know, like it's something when you explain the text at some point you'll be just explaining it, and the way you maybe just explain it will just give someone maybe the love for the text, or something like that.

Masti 23:39

Yeah, that's actually something that I was asking myself. I mean, French as a subject might be appealing to a lot of people, but also might be a little boring for a lot of people. But how can you or, how do you try to make it like presentable towards young students and give them a sense of, oh, this is actually fun if you look into it well.

Maxime 24:04

I think as a teacher, first we have to acknowledge that maybe our subject is not interesting for everybody. So I think that's something that's very understandable for instance, even more here in Luxembourg, where you have lots of different subjects. But yeah, so if you still have to try to do the best out of it, so we have tried to present it in the best way as I think it should be, sometimes it doesn't work; and then you just rework on it so that next try will be a better try. So it's just like you have to try different approaches and maybe one will fit to a class, maybe it will not fit to that class, it will fit to another class. So you have to get on also with your classes. There's nothing written, it's human interaction.

Masti 24:51

Yeah, just trial and error, I think they say. I can only imagine you as a young kid being in the last row studying the classes being okay, this is so cool what the teacher said, and who knows, maybe you have someone in your class that has like the same feelings towards what you're presenting them.

Maxime 25:12

That's what I hope.

Masti 25:13

Yeah, hopefully. Maybe you can give them that spark. But how did you develop into becoming a teacher that is so open? It's like a whole character development.

Maxime 25:24

Well, I am a bit more quiet person like I was maybe not always motivated in school, so just there you sit and you listen, might not be participating lots to lecture. And that's something I also try to keep in that in my head when I'm preparing some courses of mine because sometimes, even as a teacher, you are used to speak more to the children who raise their hand to speak, but sometimes you always have the quiet ones who are sitting in the back and even if sometimes you think they are not listening, they might be listening. And so it's just like you have to give a bit to everybody.

Masti 26:11

So you can see yourself in them a little bit?

Maxime 26:13

Definitely.

Masti 26:14

Yeah, I mean to become a teacher, we know there are a lot of steps you have to take and they are very stressful. And you said that you were like maybe a little bit of a lazy student back then in school. How was that throughout studying? Because eventually, when you are in your bachelor's or master's, you're picking a subject you really like. Was it like similar? Did you have a drive then?

Maxime 26:40

No, it was exactly like that. We used to be a bit lazy, a bit messy and, in university, all of that like. If you're lazy and messy in university, you can't finish your degree or anything. So you just have to get some organization, all those transversal skills, organizing, cleaning etc. So you just need to have like your learning stuff proper and everything.

Masti 27:07

So you had to change.

Maxime 27:08

Definitely. I would still assume that today I'm pretty organized, even though sometimes could be a bit more organized, but it's already okay. It's enough to not drown in work.

Masti 27:20

Okay, but maybe I mean you're still at the beginning and in a few years it might be a whole different experience. You never know.

Maxime 27:26

Exactly, like you have to find your way to organize too.

Masti 27:29

But then okay, you got organized throughout your studies but, since it took you some time, it might have been a lot of workload too at the beginning, especially from high school to university. I think people underestimate the amount of work it actually is, or how much you have to learn and what learning actually can look like. So how did you manage that?

Maxime 27:54

To be honest, like the first weeks and months in university was very hard because you're not, as you already said, it's not very easy to get on with the workload. Sometimes, like sometimes, you have to accept to be sitting there in the night or the morning. You really need just to focus on something like if you have a goal, you just have to focus on that. Like if you want to study, it's the thing you have to keep in mind, that you you're there to work, so it's not just like

Masti 28:30

Just all funsies and doing nothing.

Maxime 28:33

Exactly.

Masti 28:34

Then, I'd have to ask you what is your advice then for people that are wanting to become teachers? Since everything went smoothly.

Maxime 28:44

I don't really know if there's an advice, like you just have to work when you have to work and just like to take a break when you need to take a break.

Masti 28:53

The thing is you have a very logical approach to things, but you know, a lot of people have a emotional approach to things. That's why it's quite interesting to see your point of view, because things went so smoothly, because, like you said, you had a vision, you just went for it. But then a lot of people have this problem with anxiety or, "oh my God, I'm so stressed, I don't know how to work my way to that point, you know. So I'm quite fascinated by the fact that you just worked it out like so easily. Or was there no point? For you it's like, "oh no, this is quite hard. I don't know if I can do it. Is it just like point, shoot, go?

Maxime 29:34

If you want to finish something or to arrive somewhere, you just have to arrive there. That's all like you have to do things to arrive there. So if you have to study for an exam, you study for exam. If the deadline is tomorrow, you have to finish it before that deadline.

Masti 29:51

Okay, then maybe what your actual motto in life should be is von nichts kommt nichts, which is like if you don't do anything, nothing will happen, and that's kind of what you did.

Maxime 30:03

Yeah, definitely like if you want to arrive somewhere, you need to work for it. That's basically all I would say. Like try to be organized and then it will go somehow, like you have to accept things that you cannot change and adapt yourself to the things that cannot change.

Masti 30:22

Was there something that motivated you? Could be a book, could be anything really. Did you have any sort of thing that kept you motivated?

Maxime 30:34

Funny thing is that I have the same pencil case since I was still in school, I think I was 13, 14, and the pencil case with my Winnie Pooh has traveled the whole way with me from high school to uni and I still have the pencil case now as I'm a teacher. It's like the object that you take on the way you started as a child. Now you're here and you're still the same person, but in a different role. So it's pretty nice, though. Like I was there as a student, like I took it with t o exams, now you've passed the exams

Looking back at University years

Masti 31:21

Knowing that you were here with that pencil case and now you're at that point you wanted to be at with the same exact pencil case, would you say that you feel like accomplished?

Maxime 31:31

I would say that the 14, 13 year old me who was having the pencil case would be proud of the version of the teacher with the same pencil case. Even if it's still strange to have a teacher with a pencil case with Winnie Pooh on it, I have to admit it.

Masti 31:46

It's okay, we're forgiving you. It's fine, it's cute, we can take it. Okay, I think we're almost actually at the end. Maybe the last thing I could ask you, and then we can wrap it up, is looking back at your university time now, how do you feel about it? Was it helpful for you? What feeling, emotion is attached to that time for you?

Maxime 32:12

Like I would say connected with happiness, because it was a very nice way. Like wasn't expecting it at all like that, like I wouldn't expect my uni way to be the way it was. In the in the end, it was way greater than I thought it would be. And, yeah, like I met lots of people, I saw very much different things and yeah, in the end it's like very diverse experience and those five years were just like no happy and magical years, definitely.

Masti 32:45

I hope you enjoyed this episode of Alumni Stories. If you want to get in touch with our guests, are interested in applying or need more details about the Bachelor of European Culture study program here at the University of Luxembourg, check out the description of today's episode, where I've added all the information you'll need. That's all for now, but we'll be back soon and I hope you will be too. Maybe even soon on campus.