After extensive theoretical and administrative preparation and a successful course approval process with the home campus, McDaniel’s new Art Therapy minor welcomed its first students in the Fall 2026 semester. The program grew out of a simple idea. Psychology and Art are two of the College’s very popular traditional programs, both with large enrollments and high-quality teaching. Finding a professional relationship between these areas could open up a new field in the true spirit of the liberal arts. For some students, this field may even become a profession of its own within applied psychology. Careful preparation was not enough on its own. The launch also depended on good timing, so that the right conditions came together at the right moment. The process was coordinated and guided by Prof. Zsófia Görömbei, Dr. Christopher Cox, Dr. Matthew Adamson, and McDaniel alumna in Psychology, Éva Törzsök-Connolly contributed her professional expertise to bring it to life.

Éva Törzsök-Connolly

Éva is a complex art therapist and pedagogical therapist specializing in mental and developmental conditions such as autism and ADHD. She has experience in applied psychological and art-therapy research, and more than ten years’ practice in art therapy and mental health across clinical, social and educational settings. As a member of multidisciplinary teams, she has helped develop several clinical good practices in special educational needs (SEN) rehabilitation with art therapy, including state child-and adolescent rehabilitations and somatic wards. She teaches at the Faculty of Special Education of the University of Miskolc. She also serves as an art therapy tutor for the Catharsis Complex Art Therapy method in state-accredited teacher training programmes in Hungary. As part of her doctoral studies in psychotherapy, she leads a research project on self-discovery art therapy groups for autistic adults. She has written and co-written numerous publications and conference presentations. Their topics include art therapy in pediatric rehabilitation, psychosocial crises in adulthood, and the clinical use of catharsis Complex Art Therapy. Among them is a chapter in A gyermekrehabilitáció sajátosságai (The Specifics of Child Rehabilitation, Medicina, 2018).

The minor introduces the theory and practice of art therapy to students of Fine Arts or Psychology who want to explore where the two disciplines meet. Its two core courses cover the main principles and approaches of art therapy. The curriculum also includes about 25 hours of hands-on self-experience in the creative process. The courses address the key theoretical areas required for entry into postgraduate art therapy programs in the US and the EU, which supports students who want to continue at master’s level. Completing the minor alone, however, does not qualify graduates for licensure or professional practice.

Early feedback from the first cohort has been very positive. The teaching draws on relevant, first-hand professional experience, and every session also includes a self-experience exercise focused on personal growth. Students describe these exercises as calming and supportive, and say they help them draw on their inner resources. The exercises also give students first-hand insight into how the method works. Students say they especially welcome these calming effects during the exam period.

Photos by Éva Törzsök-Connolly

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AT A GLANCE:
Graduation Year & Major: 2020 – Communication
Current Location: Budapest, Hungary
Current Role: Board Game Designer and CEO of Bunnyhog Games
Favorite Campus Spot: Courtyard

Can you give us a brief overview of your career path from graduation day to your current role?
When I graduated it was the height of the Coronavirus epidemic, so I became a food delivery driver and an English language teacher finishing a TOEFL course online to get a better grasp at language teaching.

Also, during the pandemic, we were bored and had not a lot to do, so we were throwing ideas around and one of them was: “We have more than a 100 board games at home, why don’t we make one ourselves?”
Since then, we have published our very first game and the second one is following soon, as well as designing and developing games for companies around the world (USA, Belgium, Denmark, United Kingdom, Hungary).
At the same time, I have started producing educational games for universities and high schools to tackle complex subjects while playing. (Feudalism & Modern Eco Politics)

What is one project or accomplishment in your post-grad career that you are most proud of?
Winds of Numa Serra is a game, that I have worked on for years at this point and it was a huge undertaking from the get go. It is a fantasy graphic novel, that we have adapted into a board game with the authors.
It took years to make right and to make it the epic tale of 4 kingdoms in board game form, but it was worth it as it is currently having an 8.2 rating on BoardGameGeek, which I’m really proud of!

Did your career path take any unexpected turns or surprises since you graduated?
I was not planning on becoming a board game designer, nor was I the kind of person who would have ever dreamed of becoming a mentor.
Since 2024, I became part of the Hungarian Startup University Program (HSUP), where I was and is mentoring student on entrepreneurship and business opportunities.
You could say I am encouraging the youth on taking little leaps of faith one at a time!

What soft skills or technical skills learned during college turned out to be the most valuable in the real world?
1. Be respectful with other cultures and their ways of doing things – This helped me so much in doing international business
2. Be curious – Even when a topic might not be in your alley it is important to show interest and be genuinely open for new ways and experiences
3. Human creativity is endless – Whenever someone tells me, that one could do it for cheaper or AI will overtake it, I can confidently say, “I do not think so!”

What is next for you—what goals or projects are you excited about for the future?
I’m currently working on a game called: “Heroes Never Die” in this game players do battle with dice acting as units, and players never actually rolling them on the field.
It is a mix of chess, a modern wargame like warhammer 40k and a collectible card game like Magic: the Gathering. My main goal is to establish my company internationally in a way, that I could commit full time to it!
I wish to make more educational games to boost education, in this era of AI there needs to be more humanity in every classroom to combat separation anxiety and the rising tide of depression amongst the youth!
Also to marry my girlfriend… that would be cool too!

Photos by Gábor Szilágyi

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By Riley Moore

There is a moment that every student and teacher knows, but we experience different sides of it. The professor asks a question and looks to the students to provide some form of insight.
The bevy of students dread this because now they have to seem busy to avoid answering.
The hapless professor dreads this moment because after narrowly avoiding eye contact and with the students uncomfortably shifting in their seats, the teacher must answer their own question.

Does this feel familiar at all? Perhaps it’s more than just a familiar moment- it’s part of the zeitgeist in today’s college classrooms. A quick look at a r/Professor forum provides insight to this situation and quickly shows us this is not isolated to one professor, one classroom, one school, or even one country- this is happening in classrooms everywhere.

In one recent post to the Reddit thread, a professor recounts their personal trials with attempting to bribe students with candy, participation points, anonymous polling, writing and sharing exercises, and anonymous feedback all in an effort to get students talking in the classroom. This professor is left feeling hopeless and wondering “what else am I supposed to try?”

And perhaps that is the question we should be asking. Not “what is wrong with our students today?” But instead, “What is happening within classrooms, and how can we respond to it?”

The silent classroom is not a new problem, but this feels different

Teachers have always had silent students within classrooms. In fact, silent classrooms were a show of a good teacher who could handle their students. But as students got older, they stayed within the confines of that “good” silence instead of ever branching out to the scary or “bad” noise, like answering questions in class.

There have always been students who would rather sit in the back, take notes, and leave without ever having to offer their ideas or opinions up to a classroom of their peers. But now many instructors are describing something much broader and deeper: classrooms in which getting anyone to answer questions feels like pulling teeth. One professor took the time to recount a recent class they taught, describing that “no one ever raises their hands, asks questions, or makes comments. It’s just a sea of blank looks/looking at their devices.” In reply to that thread, another instructor recounts a class of theirs asking for more discussion on course evaluations, so the instructor set that up. Come time to discuss, no one in the class participated.

I find these contradictions fascinating. One, that students are actively paying and wasting their time to go to these classrooms to sit and stare vacantly at their devices. So, clearly a part of them know this is valuable to their brains and development and future, but there is still a dissonance.
And secondly, that students are saying they want more open discussions, only to not even participate when the said discussion is opened up. Maybe the problem isn’t as simple as whether students want to participate.

What if students are afraid of being wrong?

Some of the more revealing answers come from a Reddit thread called r/CollegeRant, where a student asks for advice or understanding of her classmates who utterly refuse to participate in classroom discussions. Reddit user, Hollyann, states that during her “first semester she thought it was just people being anxious, or maybe the majority of students being straight out of high school they weren’t actually that interested in school in general. But it’s been persistent, and it’s getting on my nerves.”

The reason she cites for these behaviors “getting on her nerves” is because it’s gotten to a point where professors will look at Hollyann with pleading eyes, hoping she will answer the question everyone else refuses to. The replies to this original post vary in understanding and sentiment, but almost all of them point to the simple understanding that students are afraid to get it wrong.

Reddit user, MelissaM replies that “so many people aren’t willing to go outside their comfort zone to interact in class. Especially because they fear that they will be wrong so it’s better to not say anything at all.” Similarly, another Reddit user writes in agreement, attributing social anxiety being the lead cause of limited participation in classrooms, saying: “It’s an overall increase in social anxiety among Gen Z. Also, this generation is particularly focused on being “right” the first time. Being wrong at all is a social death sentence and somehow means you’re stupid and you’ll never learn.”

One anonymous Reddit user, who battles with social anxiety but is getting her undergraduate degree, states they don’t speak in class because they’re “terrified of somehow bothering the class” or an “answer being wrong and looking like an idiot in front of everyone.”

Therefore, it’s fair to say that there is an environment of fear and judgement that is existing within most classrooms, and this makes it impossible for ALL students to feel safe to interact.
When students don’t feel like their voice is important to the conversation, they zone out. They let AI speak for them and watch random YouTube videos to pass the time in class; thus, losing all accountability for their education. I feel that because of this, we’ve entered this ouroboros where the cycle keeps repeating. Because students don’t feel safe to interact in class, they never even give it a chance. They sit down and the first thing they do is find a distraction for the rest of the class.

Most students now fail to give the teacher or class an opportunity and instead launch right into their devices. Now, the students will never even know if they truly would’ve made good contributions to the classroom, because they shut their brains off before they even give it an opportunity. From this, it’s evident the epidemic of lack of student participation has sprouted from social anxiety and major internet dependency.

Be the change you want to see

This is where I believe professors can make this biggest change. As soon as students come into the classroom and start opening their laptops, Ipads, tablets, phones, whatever it may be…tell them the class is going analogue that day. Watch their faces drop as they lose their entertainment.

Now, whether or not they participate is still up in the air- but at least then you know it not because of digital distractions. One element eliminated.

I have personal experience with this working in one of my classes. This was mainly a discussion- based class and my professor got really fed up with two people speaking every day. So that next class, when we went analogue things changed. It wasn’t a magical fix and not everyone in the class was contributing, but in an hour and a half, around half of the class had spoken. In a class of roughly 20 people, half of them speaking in one class was such a drastic difference from the classrooms we’d been operating in. And the next class, the professor did the same thing. Everything away, except a piece of paper and a pen on your desk. Sure enough, more of my classmates found their voices and wanted to speak. And more often than not, students would engage to rebuttal another student’s opinion. Now conversations were coming from conversations that had never been there before. A new cycle had been created.

Instead of continuing this education cycle, whereby both professors and students alike are all showing signs of disdain towards interactions in classrooms, I say it’s time we all put in a little effort to cause some (hopefully) big change. Professors, I plead with you to be open to new, fun, and interactive ways of teaching. I implore you to make the class go analogue- coming from a college student myself, trust me we can take a few hours a day without a screen in front of our face. I believe it’s imperative for the classroom environment to feel safe and accepting, and that life failing or messing up is just a stepping stone to succeeding.

And my fellow students, I beg you to be open to difficult and tumultuous times in your education process. I know that it seems easier to sit quietly in the classroom, but my hunch is that you are negatively impacting yourself in the long run. It is in the public interest that everyone puts their education cowboy hats on and let themselves get bucked around. Sit with some discomfort and speak your voice. Even though it may be difficult; the more you speak your mind, the easier it is to actually know what you think

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It was one of those warm Budapest afternoons where the city seemed to slow down just enough for people to enjoy it. The air drifting through the streets carried the smell of blooming trees and cigarette smoke from crowded café terraces, and groups of tourists wandered lazily between sights with coffees in hand. I sat down with Ella Gunter and Kaitlin Krause just before Kaitlin’s shift at Ruin Brew, one of the bars frequented by McDaniel Budapest’s pub crawls. Music played quietly in the background while the remains of snacks and drinks cluttered the table between us. The conversation felt less like a formal interview and more like catching up with friends at the end of a long semester.

Ella, originally from Los Angeles but born in Georgia, transferred to McDaniel after attending community colleges in California, including City College of San Francisco and College of the Canyons. Like many American students who eventually find themselves in Budapest, her path here was not necessarily planned years in advance. “In all honesty, it was the cheapest option to go abroad,” she admitted. McDaniel offered something many European universities could not: access to American financial aid while still allowing students to live overseas.

Ella said the ease of moving to Hungary also appealed to her. “You literally just show up, bring a couple documents, and call it a day,” she joked while comparing the process to more challenging visa processes in other countries.

When asked what stood out most about living in Budapest, Ella talked about the city itself. “I love how tiny and close everything feels,” she said. Unlike Los Angeles, where the city is run by cars and driving dominates everyday life, to Ella, Budapest was designed for movement and interaction. Trams glide through the city every few minutes, metro stations connect nearly every district, and students can walk from cafés to bars to classes within minutes. “You can be almost anywhere in thirty minutes,” she explained.

But more than transportation or architecture, what Ella emphasized most was community. She described Budapest as a place where friendships can form naturally. “It’s so much easier to have community here than it is in the States,” she said. Public parks, student events, and walkable neighborhoods create opportunities to meet people in ways that feel rare in the United States. In Los Angeles, she explained, almost every social activity comes with a price tag. “Here there’s so much free stuff to do,” she said. “The parks are so nice, and there are so many public spaces.”

Much of Ella’s reflection centered around independence. Living abroad forced her to become comfortable spending time alone and navigating life without the support systems she had back home. While she first experienced independence while living in San Francisco, Budapest offered stability and confidence. “I feel very independent here,” she said. “It’s given me a sense of confidence in many ways.”

That confidence also came from having her own apartment and routine. She laughed while describing how stress-free life can feel as a student abroad compared to life in America. Without the pressure of working constantly to afford daily expenses, she found herself happier and more relaxed.

When discussing academics, Ella compared McDaniel Budapest to the colleges she attended in California. In some ways, she said, the experience was universal. But she felt that McDaniel’s smaller class sizes created a more personal environment. Some professors left a particularly strong impression on her, especially one literature professor, Molnár, whose classes changed the way she viewed reading and learning altogether. “I learned the most in his classes,” she said. “I didn’t think I’d care that much about literature, but it was so good.”

Psychology courses also shaped her perspective, especially developmental psychology. She laughed while explaining how the class completely changed the way she viewed children and learning. Before taking the course, she admitted she had underestimated how much infants absorb from the world around them. By the end of the semester, she found herself intrigued by childhood development and the psychology of growing up.

Like many students nearing graduation, Ella’s reflections eventually shifted toward the future. After years of moving between cities and countries, she said she’s looking forward to staying in one place for a while. “I think I’m looking forward to just staying in one place for a long time,” she said. Constant movement, while exciting, can eventually become exhausting.

As our conversation wrapped up, students continued to pass outside the café windows while the late afternoon sun settled lower over the city. Listening to Ella describe her years abroad, it became clear that her college experience was shaped by much more than lectures or assignments. It was shaped by trams rattling through Budapest streets, conversations in crowded cafés, long walks through unfamiliar neighborhoods, and the quiet confidence that comes from building a life far away from home. For Ella, college was not simply about earning a degree. It was about learning how to exist independently in the world, and Budapest became the place where that transformation happened.

Photo by Ella Gunter

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Alexa Bandura, leader of the McDaniel Art Club, is a junior student majoring in Psychology with minors in Marketing, Economics, and Art Therapy. We have sat down to have a chat about her motivation, love of art, and experience that comes with creating a club. She shares with us that she started the Art Club, “for art students and non-art students to have fun, create, and have a detox time in everyday stressful life”.

Her club, established two years ago in the Fall of 2024, brought a new and welcoming environment that enhanced student life on campus. She bravely wandered into a new territory, wanting to create a space where students could socialize and “find people who have similar interests”. She admits that her love for the workshops she attends around the world inspired her to take that step. As a psychology student, she naturally wanted to “gain more experience leading group work.”

Alexa, let us know what an Art Club session looks like for those who are out there, curious, and deciding whether to join. “Sessions are different every time, with a new subject, a theme, or a topic. There are things like Valentine’s Day postcards making or Christmas decorations crafting.” But this is only the art side of it; she tries to connect it with therapy based on hours of research she devotes to her passion, so “sometimes there are more introspective questions with background music and a group discussion after that”. She also emphasizes the importance of “talking honestly about everyday life with a deeper understanding of each other and oneself”.

She traces her creativity back to early childhood, when, at just four or five years old, she spent time at home with her grandmother. Together, they would bring plates from the kitchen, trace around them, and create mandalas. “Honestly, I always liked colors,” she recalls. Later, her mother gifted her first painting kit, encouraging that growing fascination with art. At school, a highly creative art teacher nurtured her imagination further through unique exercises and projects. Creativity also ran in the family: her father learned woodworking and became a cabinet maker, something she believes quietly influenced her own artistic path.

“Love after War” 120 x 120 cm, acrylic on canvas – Axlo Freefall

She describes her work as mostly abstract, usually created with acrylic paint, while also experimenting with mixed media and different textures. “I’m not a realist,” she says, explaining that she is drawn instead to “impressionism and anything fantastical — hippy colors, energy, and feelings.”

One idea she learned in high school continues to shape her understanding of art: “If from the start you know what the outcome will be, it is not art.” For her, art must be personal, something that “speaks to your soul and can speak to others.” She believes true art cannot be replicated in exactly the same way twice. When asked about what art means to her, she revealed that creating also serves as a form of healing during difficult moments in her life. “After it, I feel better,” she admits. “It’s a way for me to cure and nourish myself.”

“Movement”, 50 x 50 cm, acrylic on canvas – Axlo Freefall

The most important goal of the art club, she explains, is to help students feel less stressed in today’s fast-paced world. “Even if there is only one person coming in for the session, it is already a success,” she says. To increase involvement, she promoted the club through posters, Instagram, and direct conversations with students, while also receiving support from the SAC (Student Advisory Council). In the future, she hopes to host workshops and expand events beyond campus.

Although nowadays she feels more introverted, she says community is still essential to her. “I need community,” she admits. “I need to feel that I am doing something for society.” Inspired by artists on social media and by her father, who turned woodworking into a career, she believes passion can become purpose. At the same time, she recognizes that not everyone has the privilege to focus on art. “Art is the soul and heart of life,” she says, but adds that people struggling to meet their basic needs often cannot invest in creativity. Because of this, she believes art therapy can play an important role in helping people heal, including children growing up in war zones and soldiers returning from conflict. She encourages others to start their own projects: “You will never know until you try. If people don’t show up, it is okay, you are growing, and it takes time.”

Photos by Alexa Bandura

The post From drawing mandalas with her grandma to being the leader of the McDaniel Art Club: Alexa Bandura’s story of devotion appeared first on McDaniel College Budapest.

It is so rare to meet people today who genuinely care about making a positive impact on people’s lives and on the world around them, especially with good intention being the first goal and not power or profit. Krisztina Géczi is one of those people, one of our outstanding students at McDaniel College Budapest.

She has completed several internships with non-profit organizations, has a strong background in competitive sports, and has built an impressive academic path. At McDaniel, she spent a full year working as a peer mentor and is now completing a year as co-president of the SAC alongside Anna Segesvári.

Today, I had the opportunity to interview her about her experience as one of the presidents of the Student Advisory Council: what motivated her to take on the role, the journey behind it, and the lessons she gained along the way. I also asked her what advice she would give to students interested in joining the SAC or taking on leadership roles in academic settings. Krisztina is currently majoring in Political Science and minoring in Journalism. Let’s read what she has to say.

Alexa: Dear Krisztina, what made you want to become the President of the SAC?

Krisztina: In all honesty, it wasn’t my idea. My dear friend Anna Segesvári came to me in our sophomore year, opening boat convocation, with the idea of us running together for SAC presidency next year. At first, I was really nervous and unsure whether I would go for it; I didn’t know if I was meant to be a leader. Then I decided I’ll go for it, for the experience and the fun.

Alexa: What is your role/responsibilities?

Krisztina: As a whole, the SAC president or presidents are responsible for almost everything when it comes to student life and related programs. My role is quite complex. I lead the SAC meetings, oversee the work of the peer mentors, schedule and manage events, and be ready in emergency situations. Ever since the SAC and the Peer Mentorship became one group, we are also responsible for certain aspects of the study abroad program.

Alexa: What do you think your work as a President has brought to the community? 

Krisztina: It was a pleasure and honor to serve the McDaniel community for a year as a peer mentor and a year as President. I think both Kócs & Trunecz’s SAC and our SAC with Anna brought a great change to the college. Kócs and Trunecz started new traditions as the Thanksgiving Gala, and we brought back old ones and took it to a new level, as the International Day. Anna & I started charity events, with which the student body had the possibility to give back to those in need. A recent tradition that was set is the Shark Tank simulation for business-minded students. But even the smaller things, like the “share one take one” board, which was specifically my idea, ended up being a huge success that made the community feel alive.

Alexa: In connection to that, what did this experience bring to you? 

Krisztina: It taught me how to be a good leader, yeah, I’m sure I have my faults, no one is perfect, but I learnt so much from the people I worked with. I always viewed them as equals. The only difference is that I had more weight on my shoulders if things were to go wrong. I learnt a lot from working with a partner, Anna & I. When it came to decision-making, we were always on the same wavelength; it truly felt like we were reading each other’s minds. I learnt that no matter how good an event is, like the International Dinner with the biggest turnout ever on an SAC event, there will always be people who will criticize you for the smallest of things. But people around me reminded me that that doesn’t take away from our success. It has given me a year to be proud of.

Alexa: What are the best unexpected parts of it? 

Krisztina: Hmm, honestly, good question, in the beginning, I dreaded the meetings. I was always nervous; I didn’t know exactly what to talk about and how. Then, after 1-2 meetings, I felt relieved, and since then, the weekly meetings where we brainstorm, create new projects, and check in with peer mentors became the most productive and meaningful part of it. Without those meetings, nothing would have come to life.

Alexa: What was harder than you imagined? 

Krisztina: I wouldn’t say overall it was harder than I imagined it. Definitely, there were times, events, weeks when there are midterms, or you get sick, or something personal happens, and you still have to show up and put up a Halloween game night, for example, because the date is on. But overall, I think Anna and I were quite prepared for what’s yet to come. The only thing that hit harder was when certain events or initiatives failed, like the Halloween scavenger hunt, even though I personally put hours of work into it to figure out games. For those failures I wasn’t prepared for, but I tried to still keep things bright, and as a lesson learnt in front of the team.

Alexa: Who do you recommend working in the SAC? 

Krisztina: Honestly, anyone who is interested in the college community and has an open mind. You can be an introvert or an extrovert, a team player or a loner. We will be able to find you jobs that fit your personality. The only thing that’s really important is communication; we always highlighted it as key to our success.

Alexa: What do you hope for the future of the SAC? 

Krisztina: I hope it’ll at least be as strong and high level as ours, however I wish for it to grow to new heights. For more people to contribute their ideas, and for more people to attend the events. The SAC should keep finding new ways to make money, and also for people to be willing to show up for events. It’s all about good advertising and people knowing you and the mentors.

Alexa: What did you guys accomplish this year with Anna? 

Krisztina: Besides the events that I already mentioned, I would say we accomplished bringing the SAC budget to such a height that it hasn’t been before. The initiative to collect 50 ft bottles ended up being a huge success alongside other forms of donation. We established a new position with the SAC, Art representative. We were also praised for collaborating more with the Pre-med and BSM (Budapest Semester in Mathematics) program.

Alexa: What’s the moral of the story?

Krisztina: It’s about caring for the community you exist in. It’s work, but the reward is an experience that’s hard to get elsewhere at such a young age. It’s bringing students together and helping out with whatever we can. I’d say the SAC is the heart of the college, and I am lucky to have been a part of building its environment for the better!

I would like to thank Krisztina for taking the time to do this interview with me and for sharing her experience as one of the SAC presidents during the 2025-2026 academic year.

If you have any questions about the SAC and its work, or if you are interested in joining this dedicated group in making our college community a better place for students, follow us on Instagram at @mcdanielbudapest and feel free to DM us with any questions.

Photos by FJ, Ali Gyuri

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An internship, some travel, and a surprisingly eye-opening learning experience, all in one. Through a youth mobility project in Georgia, I myself got to explore how CO2 emissions can be reduced in a more efficient and productive way, using an interactive simulator through collaborative activities.

It actually started with a message from the McDaniel College Budapest administration presenting an opportunity provided by the Proteus Foundation to join an internship in Georgia.

So, what was this training I was part of about?

It was an Erasmus+ “Training for Trainers” program focused on environmental education. The project, called Environer, aimed to equip youth workers with digital tools for teaching sustainability in more engaging ways. It took place between 24 and 28 March in Bakuriani, Georgia.

Around 20 of us participants joined from Slovenia, Georgia, and Hungary (our team members were also from Pakistan and Tunisia), while we also connected with people from Italy and Malta during our stay. A big part of the program was learning how to use the En-ROADS simulator, which shows how different decisions can influence global emissions over time.

Interestingly, the experience went far beyond just learning a tool. We worked in teams, took part in interactive sessions, and even explored how AI can connect to environmental topics. There was also space to experience the local culture, whether through conversations, shared activities, or exploring Borjomi’s thermal bath and natural mineral water that has historically cured multiple illnesses. One of the highlights was a hike in the mountains, along with tasting the typical food such as khinkali, khachapuri, and phali.

The internship did not stop there! Viktor Jósa (Co-Founder of Proteus and former alum of McDaniel College) and I brought the knowledge into the room. Quite literally, we brought the simulator, a presentation, and interactive scenarios where the students of the Environmental Problem-Solving class taught by Professor Cox could explore the topic and come up with excellent ideas and solutions.

Thanks to whom did the event take place?

The project was organized through the cooperation of Umbrella Youth Organization (Georgia), IZO Institute (Slovenia), and the Proteus Foundation (Hungary). Their focus is on developing practical thinking around environmental challenges and sustainability. Furthermore, thanks to the full funding of the project by the European Union’s Erasmus+ program and support from the Hungarian National Agency, this could not have happened.

Looking for similar experiences?

It’s worth checking your McDaniel email regularly. You can also look into the Proteus Foundation’s work or browse Erasmus+ programs to see what upcoming projects you can apply for.

Can anyone join?

These projects are open to a wide range of people, including students, volunteers, educators, and anyone interested in working with young people and engaging with topics like sustainability and climate change, and many more.

Takeaway

The biggest realization for me was that progress is possible, but only if we understand which actions actually make a difference. Tools like En-ROADS help make that clearer by showing the real impact of decisions.

I enjoyed the experience so much that I’ve already signed up for another program in July, this time in Slovakia. If something like this comes up, I’d definitely recommend giving such detoxing and inspiring projects that call to action a try.

Photos by Alexa Bandura and Tomaz Gorenc

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What began as a small gathering has grown into a lasting tradition. Instead of lectures and deadlines, right after the mid-term examination week, students found themselves in a relaxed space for creativity, discussion, and community. For one evening, the campus transformed into a space where art and conversation flowed as freely as the wine. The college marked the fifth annual wine and art event with the highest turnout thus far.

The event was organized by the Student Advisory Council (SAC), with the key support and a presentation from wine journalist and our college professor, Robert Smyth. Attendees had the opportunity to sample four carefully selected wines, two red and two white wines. An engaging presentation preceded the blind tasting, during which the atmosphere quickly became lively as guests tried to guess the wines they were tasting.

The evening’s selection of white wines offered both familiarity and discovery. The Irsai Olivér, a Hungarian cross known for its intensely aromatic profile, stood out with its floral and fruity character. Featuring pronounced aromas of citrus and tropical fruits, as well as floral perfume, followed by a soft, light palate, creating an easy-drinking style. In contrast, the Olaszrizling presented a more subtle and versatile expression. Widely grown across Central Europe, it reflected its terroir with delicate flavors of pear, apple, and white flowers, balanced by a fresh acidity. Together, the two wines highlighted the diversity of white varieties, giving participants a chance to compare both vibrant aromatics and more restrained elegance.

The red wines brought a deeper, more complex dimension to the tasting. Kadarka, a historic variety with roots in the Balkans, offered a lighter, more delicate profile, marked by its vibrant acidity. Its aromatic character stood out with notes of rose hip, raspberry, and spices, creating a lively and slightly zesty palate. In contrast, Cabernet Franc provided a more structured and full-bodied experience. It revealed layers of red and black fruit alongside subtle hints of tobacco and graphite. With its balanced tannins and refined acidity, it added an elegant depth to the evening’s selection, highlighting the contrast between lighter and more robust red styles.

As the evening progressed, the focus gradually shifted from tasting to visual expression, introducing the art portion of the event. Inspired by themes of Easter and spring, the students’ works were filled with soft colors and a vibrant sense of renewal, reflecting the season’s atmosphere. With the guidance and support of the art professors, students were given the opportunity not only to unwrap their creativity but also to contribute to the McDaniel community by donating selected pieces to the SAC. These artworks will then be featured in the art sale, adding a meaningful dimension to the event by combining creativity with a sense of contribution.

More than just an evening of wine and art, the event created a space for connection, creativity, and shared experience. As it continues to grow each year, it remains a highlight of campus life — one that students will likely look forward to long after this fifth edition.

For those who may have missed this event, there is no need to worry; the SAC still has several exciting programs planned for the second half of the semester. Among them is a brand-new Shark Tank–style event, offering business-minded students the chance to test their ideas and skills in a simulation inspired by the well-known show. In addition, a poetry competition will provide a platform for creative expression, while an upcoming charity event for Mother’s Day aims to support single mothers in need. The Council looks forward to seeing many familiar McDaniel faces at these events, as it continues to foster a strong and welcoming sense of community on campus.

Pictures by Krisztina Géczi

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In the heart of the Hungarian capital, an American professor by the name of Dr. Christopher Cox was interviewed by a once baffled student, amused by his striking convictions, stark against the normative positions of society. Identifying as both a Buddhist and a Marxist, a seemingly contradictory make-up worth investigating.

These two frameworks, one spiritual and contemplative, the other political and economic, offer distinct perspectives on life, ethics, and society. In conversation, Cox reveals how these seemingly divergent philosophies coexist within him, shaping his outlook on life. What began as a baffled curiosity on my part soon unfolded into an exploration of how one individual navigates such beliefs, balancing contemplation with critique, detachment with resolve, and how these perspectives ripple through every facet of his existence.

That balance extends beyond philosophy into his personal passions. Music, that passion which was once eclipsed for decades by activism and academic life, is now returning to the foreground. In recent years, having begun easing himself back into the artistic world he once lived inside so completely, his station at McDaniel has been a liberating retreat. “I’m not caught up in all the craziness of academic life… trying to get research grants, playing that whole game, trying to publish in journals, which I’ve done before and hated.” Going on to express how “This job allows me to have a little bit of flexibility so I can go on these little tours—five-day, ten-day tours here and there—and it allows me to establish myself as a musician. It’s been great.”

Thus, a man found in constant transition and reevaluation, a reliably mobile existence upon a spectrum in temperament and thought, passion and focus found in his person. Always seemingly capable of dismantling and restructuring a set of components in character that revitalize the life endured, his own subscription to Marxism and Buddhism being merely fractions of a greater whole being discussed. The critics that would cry out ‘contradiction’, pointing to how Buddhism’s detached, stoic-like approach to struggle will necessarily clash with Marxism’s striking resolve to attack and recreate, miss the human fractures that come to define us all. As Cox himself puts it, “I think everything is a balancing act… nothing is black and white… either-or thinking is one of the most destructive forces in human society. Everything is actually a scale, a spectrum.” Man’s consistent confrontation with his own contradictions, he suggests, is foundational to his human experience.

From the onset onwards through life, Dr. Cox exhibited a set of constants which varied in focus and value as his march through time unfolded. Despite feeling to have only become actively political in thought and action by his late twenties, his own left-wing political orientation in approach and attitude was ever-present starting from childhood. The family of Cox, having been clearly enveloped with 60s counterculture, rebelling against the status quo alongside the hippies and the Black Panthers, was already influenced by eastern philosophy and anti-establishment socio-political critique, even if it was so merely through aesthetic appeal.

One memory stands out sharply for him: “I went to a rally or a meeting or something with my parents, and Black Panthers were there. I was actually old enough to have had that experience of being a little kid and seeing Black Panthers—and that impressed me. Not politically, but socio-culturally. They looked so fucking cool. Big afros, black leather jackets, cool scarves, trippy tattoos… I just thought, ‘wow, who are these guys?’ It was burnt into my brain that they were cool.” Such features of his individuality, simply having been left in the foreground, were vastly overshadowed by his youth’s absorption into the world of music.

An odd middle ground I find him in now as he returns, discussing the spectrum in temperament and thought lived between the two pillars of Buddhism and Marxism. Simultaneously riled-up by the perceived injustices of the day, the destruction of the environment and cultures left wounded before us, whilst also welcoming a restrained detachment, a form of stoicism to the struggles to maintain a cautious peace in mind. Indeed, he recognizes a pacification by Buddhism in tandem with his aging, whereby a step back helps retain a level of sanity while still caring deeply about the world. “One of the main sources of suffering is attachment,” he reflects, “attachment to outcomes you can’t control.”

Marxism is now strictly an ideological framework, a theory to use in critique; its sophisticated intellectual make-up in terminology and approach is still regarded as adept at explaining with accuracy the social mechanisms and outcomes. In conversation, he grounds it not in abstraction but in the concrete, the material, there in his office: “The door is the door, right, it’s not a mystical being… for Marxism that is just a door, but within that door is evidence of the ‘materialist conception of history’. What material is that made with? What resources needed to be used to make that door? Where did it come from? How much did the workers make when they made the door?”

The theories of Karl Marx never left so securely between his ears; Cox is no longer willing to be kin to those called ‘Communists’, wishing to implement these ideas dogmatically upon the lived experience. The greys of the spectrum embraced for a flourishing intellectual life, distanced from those positions of power sure to corrupt, the privatization of ideology perhaps ironically bringing the man a most fulfilling march as a thinker.

In the end, Dr. Christopher Cox emerges not as a contradiction but as a testament to the complexity of the human intellect and experience. His life, rooted in counterculture, sharpened by political critique, softened by Buddhist reflection, and revitalized through music, illustrates how identities need not be confined to rigid categories. Instead, they can coexist, overlap, and evolve, naturally forming a spectrum that resists easy definition. For Cox, the balance between activism and detachment, theory and practice, passion and restraint is not a flaw but a philosophy in itself, an ongoing negotiation that mirrors the very contradictions of the world he seeks to understand.

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At a college where stepping into the building means encountering dozens of nationalities, celebrating our diversity is not just important — it’s essential. Before COVID-19, International Day was an annual tradition that brought the whole community together. This semester, however, the Student Advisory Council (SAC) reintroduced the event with a fresh touch. Students from the BSM (Budapest Semester in Mathematics), Pre-Med, and the four-year McDaniel Budapest program had the opportunity to connect beyond their fields of study, meet new faces, and, most importantly, have a blast.

The evening kicked off with an engaging presentation by our own Levente Laknerfi, who introduced the audience to the rich history of Zwack Unicum, Hungary’s iconic herbal liqueur. The legacy of Zwack Unicum holds special significance for McDaniel, as Sándor Zwack, heir to the Zwack family, is one of the college’s distinguished alumni. The session concluded with a tasting of three different varieties of Unicum, allowing participants to experience the tradition firsthand.

Without further ado, the evening continued with a captivating performance by the Igraj Kolo dance group from Érd. Dedicated to preserving and celebrating local Croatian ethnic traditions, the ensemble serves as an active guardian of its cultural heritage. In a dynamic fifteen-minute performance, the dancers mesmerized an audience of 120 attendees, taking the stage in beautifully detailed traditional attire. The rhythmic footwork, vibrant costumes, and powerful choreography drew enthusiastic cheers, with many in the crowd capturing the moment on their phones. This highlight of the evening was made possible thanks to Adriána Marton, Coordinator of Academic Affairs and a proud member of the dance group, whose efforts helped bring this remarkable cultural experience to campus.

The SAC deliberately built anticipation for the food. About an hour into the event, peer mentors began serving the delicious dishes brought by attendees, representing cuisines from around the world. As organizers, some of us were amazed that the food barely fit on the tables winding around the room. From Hungarian rétes (strudel) filled with poppy seeds and cherry to everyone’s favorite Persian sweet infused with rose water, the tables were overflowing with desserts and main dishes from China, Greece, and America, basically every corner of the globe, bringing International Day to its true focal point. Those who brought a home-cooked dish were exempt from the entrance fee. Each dish was automatically entered into a food competition, with the winner decided by student votes. By the end of the night, after the votes were counted, there was a tie between a traditional Hungarian fánk (donut) and the previously mentioned Persian sweet; the two lucky winners received a Zwack Unicum jacket.

The night wrapped up with more dancing and a fun Kahoot quiz created by Levente Lassú, featuring tricky trivia questions about our countries and their neighbors. Julius Hendricks won the game because of his outstanding knowledge of world history and geography. The friendly competition brought plenty of laughter and a final burst of energy to close the evening.

If you couldn’t join us this time, don’t worry — the SAC has many more events planned for the semester. From charity initiatives and pub crawls to poetry competitions and a Shark Tank–style simulation, there will be plenty of opportunities to get involved. Be sure to look out for our popular Art & Wine Night with Professor Robert Smyth, which will take place in the newly renovated art wing. This impressive art wing project, brought to life by the College, reflects Zsófia Görömbei’s creativity and strong design vision. The result is a bright, welcoming space with a wonderful atmosphere, perfect for future gatherings. To stay up to date, follow our Instagram account or feel free to reach out to the SAC presidents, Anna Segesvári and Krisztina Géczi, via email.

Instagram: @mcdanielbudapest

Email: sac@mcdaniel.hu

Photos by FJ, Instagram: miles4med

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