SUMMER & GAP YEAR PROGRAMS IMMERSIVE + RESPONSIBLE TRAVEL SINCE 1993
All images in this catalog were taken by students and instructors on Dragons programs. Cover: Dragons students meander through terraced fields en route to a village in the Himalayan foothills. Maria Xu
2
This spread: Students welcome the rising sun with a celebration on Laguna Chilata in the Cordillera Real, Bolivia. Ryan Gasper
MAPMAKERS ONCE DREW DRAGONS TO REPRESENT LANDS UNKNOWN.
GOING
“where there be dragons” IS TO EXPLORE BEYOND THE EDGE OF your MAP.
WHEN WE ENGAGE THE UNFAMILIAR, WE REDISCOVER OURSELVES AND THE WORLD, CHARTING PATHS TO AN EXPANDED HORIZON.
ARE YOU READY FOR A DIFFERENT KIND OF ADVENTURE?
W E H O P E T H I S C ATA LO G H E L P S YO U G E T TO K N OW U S . . . About Our Programs
Programs
Resources
IMMERSIVE SUMMER & GAP PROGRAMS
5
COMPARE SUMMER PROGRAMS
14–15
OTHER OFFERINGS
50
RESPONSIBLE & ETHICAL TRAVEL
7
SUMMER PROGRAMS
16–33
NOTES ON SAFETY
51
LEARNING OUTCOMES
9
COMPARE GAP SEMESTERS
34–35
MEET OUR INSTRUCTORS
ALUMNI INSIGHTS
11
OPTIONAL COLLEGE CREDIT
PROGRAM COMPONENTS
12–13
GAP SEMESTERS
37
NEXT STEPS
52–53 55
38–49 3
There is wisdom in turning as often as possible from the familiar to the unfamiliar; it keeps the mind nimble; it kills prejudice; and it fosters humor." — S A N T AYA N A
4
Students hike an ancient trail around the sacred Peruvian peak of Ausungate. Aaron Slosberg
IMMERSIVE SUMMER & GAP PROGRAMS T R AV E L D I F F E R E N T LY For the past 3 decades, we have offered educational travel programs in Asia, Latin America, Africa, and the United States. The Dragons experience provides a chance to cultivate meaningful connections and genuinely immerse yourself among the people and places we visit. Dragons programs are carefully designed to help you learn more about yourself and develop the real world skills not easily cultivated in a classroom. We aim to help our students develop self-awareness and cross-cultural competencies so they can be more active participants in our world. Here’s how we uniquely craft our programs...
UN F I LT E R E D T R AV E L
H AND-CRAFTE D PRO G RAMS
SMALL GR OUP S & MENTOR SHI P
Dragons students are travelers, not tourists. You apprentice
Each trip incorporates the skills, passions, and local connections
A typical Dragons group consists of 12 students and three
with artists, live with families, and engage with scholars,
of our expert instructors. Every program is an original adventure,
instructors (4:1 ratio) so that you receive individual support,
farmers, sages, and community leaders alike.
and we strive to never run the same program twice.
personalized challenge, and intentional mentorship.
ME A N I N G F UL O F F LINE R E LAT I O NS H I PS
H O LISTIC TRAVE L
FUN. ADVENT UR E. DEP T H
Programs offer an offline - and fully present - reality. You can
Our Program Components give you the opportunity to engage
Our trips offer the right balance of exploration and experiential
expect to return home with many shared stories and a lasting
with a wide range of activities such as homestays, trekking, and
education. You can expect to be challenged, create lasting
connection to the Dragons global community.
language study to ensure the most holistic experience possible.
friendships, and get your hands dirty for the sake of discovery.
The manner in which you run your programs—student driven, flexible itineraries, tremendous freedom for the student, small groups, unbelievable student-to-instructor ratio—made this a valuable learning opportunity for Scott, but also facilitated his personal growth in a manner I’m not sure any other program could have accomplished. — PA R E N T O F PA S T D R AG O N S S T U D E N T W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
5
Thus travel spins us round in two ways at once: It shows us the sights and values and issues that we might ordinarily ignore; but it also, and more deeply, shows us all the parts of ourselves that might otherwise grow rusty." — P I C O I Y E R , W H Y W E T R AV E L
6
Each June, Dragons brings staff in from over 15 different countries to participate in a two week intensive training and staff orientation in the Sierra Nevada mountains of California. Charis Boke
R E S P O N S I B L E & E T H I C A L T R AV E L VA L U E S M AT T E R Traveling responsibly has always been at the core of all we do. Our travel strives to be environmentally conscientious, culturally aware, and focused on developing sustainable and reciprocal relationships. We're far from perfect, but we're always guided by our impacts, travel ethics, and the humility to first listen and learn from our community partners. Dragons is committed to crosscultural education as a tool for breaking down barriers and enhancing understanding between people and communities. Here’s how we live our values:
» Commitment to Equity We actively strive to increase diversity, equity, and
» Learning Service
» Justice Minded
Our humble approach to service helps ensure that our
We intentionally explore issues of race, class, gender,
inclusivity within our community of administrative staff,
impacts are beneficial to all and enable students to turn
privilege, and power through a self-reflective lens in order
field instructors, student body, and in-country partners
good intentions into effective results. "Learning to serve"
to foster empathy & allyship.
is ultimately a process that makes for a lifetime of » Accessibility
thoughtful engagement.
We provide financial aid to over 20% of our students as well as scholarship grants via the Dragons Fund, our 501c3 partner. » B-Corp Certified Dragons meets the highest verified organizational
» Carbon Offsets We offset 100% of our carbon footprint from our
» Slow Travel
international flights and US office by supporting local
We run a limited number of programs because we value
grasslands conservation in Colorado. Offsets are not a
quality over quantity and seek to minimize our travel
cure-all, but are an important strategy for harm reduction.
impact. Programs are intentionally longer to make your travel count.
standards of social and environmental performance, transparency, and accountability.
I have learned so much about the border, indigenous peoples, and the environment. This has been such a unique experience unlike anything I’ve done before and has given my the opportunity to reflect on my privilege and examine new perspectives." —RIO GRANDE SEMESTER STUDENT W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
7
I expected to meet amazing people and friends, be immersed in families and learn about culture first-hand, to enjoy the stunning mountain vistas and grapple with environmental and social justice issues alongside my fellow travelers (and locals!). These expectations were all met and exceeded." —BENJAMIN, SOUTH AMERICA SEMESTER STUDENT
8
Dragons instructor Rishi Bhandari turns a Nepali hillside into an improvised classroom. Arvin Singh Uzunov-Dang
L E A R N I N G O U TCO M E S S K I L L S T H AT S TAY W I T H YO U Our courses help students clarify their own values, and discover how to embody those values in the world. We hope to foster self-awareness, leadership, and global engagement skills that last well after the course conclusion. Beyond our time together, we help students integrate the lessons and experiences from their Dragons course into their lives back home. Here is a sample of some of the skills and outcomes alumni have reported “taking home” after their Dragons course:
SE LF -AWAR E N E SS
LE ADE RS H IP
GLOBAL ENGAGEMENT
» Education, career, & life path development
» Foreign language competency
» Culturally sensitive & responsible travel practices
» Growth mindset, grit, & resiliency
» Critical thinking & decision making
» Cross-cultural competencies
» Power & privilege awareness
» Conflict resolution & communication skills
» Community & relationship building
» Comfort with discomfort
» Engagement with different perspectives
» Ethical photography & videography
» Reflection & mindfulness practice
» Self-reliance & humility
» Environmental awareness & advocacy
» Appreciation of “unplugged” time
» Giving & receiving feedback
» Exposure to diverse arts, cultures, & traditions
» Compassion, curiosity, & gratitude
» Adapting to the unexpected & unfamiliar
» Learning service & social justice
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
9
The flexibility allowed my group to turn hikes into classes about religion. It allowed for us to get lost, which then turned into lessons on how not to get lost. We were given the freedom to explore like a traveler, not like a tourist.” — A LY S S A , S I L K R O A D P R O G R A M S T U D E N T
10
A well-deserved day of group rest and relaxation in southern Sulawesi, Indonesia. Olivia Werby
ALUMNI INSIGHTS W H E R E B E I N G YOU I S AW E S O M E Whoever you are and whatever experiences you have had, you are welcome with us. Students who choose Dragons are from many backgrounds, but they are united by a sense of curiosity and a desire for real travel experiences. Sound like you? Meet some of our recent alumni:
LILLIAN
I VA N
AGE: 16
AGE: 15
HOMETOWN: Seattle, WA
HOMETOWN: Oakland, CA
DRAGONS PROGRAM: China
DRAGONS PROGRAM: Bolivia
HOBBIES: Piano, Coding, Ultimate Frisbee
HOBBIES: Running, Videography, Political Junkie
WORDS: “You won’t be driving to different sights on
WORDS: “...before you know it, the things that once
tour buses. Instead, you’ll experience the country by way
made you uncomfortable will be your favorite stories
of learning the traditions and hearing the stories of the
to tell.”
communities you stay with.”
SAM
EMMA
AGE: 18
AGE: 18
HOMETOWN: Chelmsford, MA
HOMETOWN: Edina, MN
DRAGONS PROGRAM: Senegal
DRAGONS PROGRAMS: Peru, Indonesia
HOBBIES: Basketball, Writing, Music
HOBBIES: Writing, Languages, Travel
WORDS: “I jump at any opportunity to step out of my
WORDS: “I’ve often found that I discover myself only
comfort zone while learning about a place and culture
when I am lost.”
so foreign to my own.”
VA N E S S A
ETHAN
AGE: 17
AGE: 19
HOMETOWN: Los Angeles, CA
HOMETOWN: San Rafael, CA
DRAGONS PROGRAM: Guatemala
DRAGONS PROGRAM: Peru
HOBBIES: Art, Movies, Beach Volleyball
HOBBIES: Spanish, Environmental Science, Food Justice
WORDS: “I didn’t realize how much I would learn
WORDS: “New experiences allow me to realize how
beyond improving my language. There was never a
little I know about in the world, and how narrow my
moment I wasn’t learning something from my group of
perspective is.”
awesome students and instructors.” W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
11
PROGRAM COMPONENTS T H E B U I L D I N G B LO C K S O F E V E RY D R AG O N S CO U R S E We adventure. We explore. We learn. A Dragons course is designed to be a fully immersive journey. We employ nine program components to ensure that every course is a well-rounded experience.
LANGUAGE ST UDY
T R EKKI NG
Dragons students are travelers,
In a Tajik yurt, in a Bedouin tent,
All Dragons courses include
From strolls to the strenuous,
not tourists. We believe in low-
in an apartment in Kunming…
language instruction. We do
some Dragons students hike over
impact travel, and that means
Every Dragons student is
not expect students to arrive
16,000 ft passes in the Andes;
minimizing our environmental
carefully matched with a local
with any level of understanding.
others walk to waterfalls outside
and cultural impact at every
family. Students live in nearby
We do expect students to
a homestay village. Wherever
possible juncture. On course,
neighborhoods, allowing them
interact with locals and build a
you choose to trek, you can be
we respect cultural norms
to build meaningful connections
collection of vocabulary words
assured that Dragons instructors
by staying in family-owned
within the host community and
that enables them to deftly
will guide you into wilderness,
accommodations and taking
group. Students often tell us
navigate a new cultural context.
exposing you to the beauty of
local transportation. The most
that their homestay was the
On our language intensive
nature, mingled with the unique
profound learning moments
most transformative part of their
courses, students can expect
cultural context. Treks provide
often arise in the spaces
Dragons experience. All families
3–4 hours of daily instruction
opportunities for students to
in-between, and traveling
are selected based on the safety
in small groups. Few skills do
assume leadership roles and
like locals creates space for
of their home environments and
more to empower students to
build personal backcountry skills,
un-orchestrated moments of
their genuine enthusiasm for
be independent global citizens
like learning to pitch a tent or
engagement.
cross-cultural engagement.
than language study.
read weather conditions.
Right: Arvin Singh Uzunov-Dang; Micah LeMasters; Photo from Dragons archives
H O ME STAY
Left: Steven Gu; Aaron Slosberg; Michael Woodard
12
R U GGE D TRAVE L
L EA RN I N G SE RV I C E
E NV I R O N ME NTAL & S O CI AL JU STICE
INDE PE NDE NT STUDY PROJECTS (ISPs)
R ELI GI OUS & SP I R I T UAL T R ADI T I ONS
FOC US OF I NQUI RY (FOI )
We take pride in learning first
What variables contribute to
Dragons students are often
In each place we visit, we con-
Dragons courses are built
and helping second. Students
quality of life? How does privilege
paired with local mentors to
sider how local spiritual beliefs
around particular academic
rarely arrive in-country with the
shape our sense of global
study a particular question, craft,
are employed to interpret daily
themes. This allows students
tools to genuinely ‘help’ another
responsibility? What is our social
or cultural tradition in greater
reality. Dragons instructors help
to delve into a specific line
community, and we work hard
and environmental impact on
depth. Anything is possible, and
students explore the belief sys-
of questioning, exploring the
to dispel such expectations.
the world? These questions are
as a student, the ISP is a great
tems of their host culture while
impacts of climate change, local
Students use a four-step process
central to conversations about
way to tailor the course to meet
living with homestay families,
religious traditions, or the idea of
to listen, assess, act and then
equity and justice. Instructors
your specific interests. We’ve
visiting religious monuments,
cultural survival, for example. We
evaluate: a framework that can
introduce students to local
had students study everything
observing local rituals, and
explore the focus of inquiry by
be applied to future learning
activists who’ve taken a vocal
from kathak dance in India to the
reading relevant texts. Such an
hosting guest speakers, reading
service ventures. We don’t
stance on these topics. Existing
impacts of exploratory drilling
examination generally sparks
local news, and engaging in
measure our success by the
examples prompt discussions
in the Amazon. ISPs are a great
an internal conversation, and
group discussions. Please
number of ‘service hours’ logged,
as students are encouraged to
way to develop place-based
instructors are available to assist
reference individual Dragons
but rather by the number of
challenge their assumptions of
expertise, learn hands-on skills
students as they juxtapose
program descriptions to learn
critical conversations that such
what it means to live responsibly
from local mentors, and actively
in-country traditions with their
more about the FOI on your
an engagement provokes.
as a global citizen.
engage living cultural traditions.
own belief systems and values.
course of interest.
13
S U M M E R T R AV E L P R O G R A M S 4–WEEK & 6–WEEK PROGRAMS, AGES 15–20
Adventure beyond the ordinary. Whether you are a seasoned traveler or this is your first adventure away from home, expand your worldview by diving into another culture. Build lasting friendships and experience what it’s like to really live somewhere else, if only for a few weeks.
14
A Dragons group descends to an Andean mountain lake. Ryan Kost
S U M M E R P R O G R A M C O M PA R I S O N C H A R T HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
China: Mandarin Language Intensive, 4-wk
10+ days
40+ hours
Day Hikes
China: Mandarin Language Intensive, 6-wk
15+ days
60+ hours
China: The Yangtze River
5+ days
Taiwan: Mandarin Language Intensive
ASIA
RUGGED TRAVEL
ENV. & SOCIAL JUSTICE
INDEPENDENT STUDY PROJECT
SPIRITUAL TRADITIONS
LOW EMPHASIS MODERATE HIGH EMPHASIS
DATES
AGES
PAGE
5+ hours
6/28 – 7/28
15 – 18
p16
Day Hikes
5+ hours
6/28 – 8/8
16 – 18
p16
10+ hours
3+ days
5+ hours
6/28 – 7/28
16 – 18
p17
10+ days
40+ hours
Day Hikes
5+ hours
6/28 – 7/28
15 – 18
p18
Thailand: The Spirit of Greng Jai
10+ days
10+ hours
3+ days
10+ hours
6/28 – 7/28
15 – 17
p19
Indonesia: Community & Conservation
15+ days
15+ hours
3+ days
5+ hours
6/28 – 8/8
16 – 18
p21
Cambodia: Peace-Building & Conservation
5+ days
10+ hours
Day Hikes
5+ hours
6/28 – 7/28
16 – 18
p22
Bhutan: Happiness in the Himalayas
5+ days
5+ hours
5+ days
5+ hours
6/28 – 7/28
16 – 18
p23
North India: Roof of the World, 4-wk
3+ days
5+ hours
10+ days
10+ hours
6/28 – 7/28
16 – 18
p24
North India: Roof of the World, 6-wk
3+ days
10+ hours
10+ days
15+ hours
6/28 – 8/8
17 – 20
p24
Nepal: Traditions of the Himalayas
10+ days
10+ hours
3+ days
10+ hours
6/28 – 7/28
17 – 20
p25
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
DATES
AGES
PAGE
Peru: Sacred Mountains, 4-wk
5+ days
10+ hours
5+ days
5+ hours
6/28 – 7/28
15 – 17
p27
Peru: Sacred Mountains, 6-wk
10+ days
10+ hours
10+ days
5+ hours
6/28 – 8/8
16 – 18
p27
Guatemala: Spanish Language Intensive, 4-wk
15+ days
40+ hours
3+ days
15+ hours
6/28 – 7/28
15 – 17
p28
Guatemala: Spanish Language Intensive, 6-wk
15+ days
60+ hours
5+ days
20+ hours
6/28 – 8/8
16 – 18
p28
Bolivia: Spirit of the Andes, 4-wk
10+ days
40+ hours
5+ days
10+ hours
6/28 – 7/28
17 – 19
p29
Bolivia: Spirit of the Andes, 6-wk
20+ days
60+ hours
10+ days
10+ hours
6/28 – 8/8
17 – 19
p29
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
DATES
AGES
PAGE
Senegal: In the Shade of the Baobab Tree
10+ days
10+ hours
3+ days
10+ hours
6/28 – 7/28
15 – 17
p31
Morocco: Crossroads of Mountains & Cultures
10+ days
15+ hours
5+ days
5+ hours
6/28 – 7/28
16 – 19
p32
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
DATES
AGES
PAGE
<5 days
5+ hours
10+ days
20+ hours
7/05 – 7/30
15 – 18
p33
n/a
5+ hours
5+ days
20+ hours
7/05 – 7/30
15 – 18
p33
LATIN AMERICA
AFRICA
NORTH AMERICA Colorado River Basin: Sustainable Relations Lake Superior: The Good Life
RUGGED TRAVEL
RUGGED TRAVEL
RUGGED TRAVEL
ENV. & SOCIAL JUSTICE
ENV. & SOCIAL JUSTICE
ENV. & SOCIAL JUSTICE
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
INDEPENDENT STUDY PROJECT
INDEPENDENT STUDY PROJECT
INDEPENDENT STUDY PROJECT
SPIRITUAL TRADITIONS
SPIRITUAL TRADITIONS
SPIRITUAL TRADITIONS
15
CHINA MANDARIN LANGUAGE INTENSIVE 4-Week & 6-Week Summer Abroad Programs
AGES
Improve your Mandarin language skills through daily instruction in small, personalized classes; live with carefully selected homestays; engage in Independent Study Projects (ISPs).
June 28 – July 28 June 28 – August 8
15 – 18 16 – 18 ISPs
IN THE WORLD. For anyone interested in exploring and understanding China’s rich
traditional Chinese medicine, martial arts, musical instruments, and environmental
history and culture, its ever-increasing influence in the world, and what life is like for
issues. Students also explore local historic and cultural
the 1.4 billion people who live here, learning Chinese is the first step. Our approach to
sites such as The Golden Temple, the Bird and
language study is holistic: including group travel,
Flower Market, and Green Lake Park.
homestays, and Independent Study Projects (ISPs)
During rural homestays, sample
Our 4-week and 6-week program options divide their time between Kunming (capital city of Yunnan MONGOLIA
AS I A: S UM M ER
LANGUAGE STUDY
directly from local mentors about topics ranging from Chinese cooking, calligraphy,
in addition to formal classroom instruction.
16
HOMESTAY
MORE PEOPLE SPEAK MANDARIN CHINESE THAN ANY OTHER LANGUAGE
RUSSIA
INDIA
PROGRAM COMPONENT EMPHASIS
BEIJING
XI ’A N
CHINA
LASHIHAI HONG KONG KUNMING
up soccer or basketball games with village teenagers, foraging
Province) and one of several small villages in rural
for medicinal plants with local
Yunnan. This is a region renowned for mountainous
practitioners, visiting Buddhist
terrain, natural beauty and ethnic diversity—including Naxi, Tibetan, Yi, Dai, and Miao (Hmong) people. During both urban
TIGER LEAPING GORGE
activities include organizing pick-
monasteries, and learning about the work of local NGOs.
and rural homestays, students meet for 3–4 hours of formal
Students return home with a
Mandarin instruction per day. Homestay placements reinforce
firsthand understanding of China’s
language acquisition and offer students opportunities to practice
increased confidence in their ability to
new vocabulary with their families in the evenings.
communicate and navigate in a rapidly
While in Kunming, students also engage in ISPs, learning
changing China.
TEL: 303.41 3.0822
Right: Parker Pflaum; Eric Jenkins-Sahlin
Days
DATES
Left: Photos by Eric Jenkins-Sahlin
31/42
DESCRIPTION
CHINA T H E YA N G T Z E R I V E R 4-Week Summer Abroad Program
31 Days
DESCRIPTION
DATES
AGES
Experience life in Asia’s largest river basin: live with families on the Tibetan Plateau, learn about interconnected environmental realities at the Three Gorges Dam, explore the world's largest port.
June 28 – July 28
16 – 18
development, environmental destruction,
ECONOMY LIKE NO OTHER FEATURE OF THE LANDSCAPE. Students on
and China’s age-old struggle to control
this course will gain firsthand insight into the lives of the 550 million people who live
water resources.
RUSSIA
MONGOLIA
our journey in Shanghai, where we
spectacular mountain scenery, we
explore the vibrant cultural scene and
begin our exploration of China’s ethnic
NANJING CHONGQING
SHANGHAI
unique history of the world’s busiest
and ecological diversity, visiting Tibetan
port. Here we reflect on how this
Buddhist monasteries as well as ethnically
river shapes and has been shaped by
Lisu, Yi, Naxi and Pumi communities.
all of the people who rely on it for food, transportation, power, and inspiration.
to Chongqing, one of the fastest growing cities in the world, where porters haul cargo
CHINA
ENV. & SOCIAL JUSTICE
on bamboo shoulder poles, as avant-garde skyscrapers line the downtown. From here, we travel by boat 360 miles downstream to the world’s largest hydroelectric project, the Three
“This was a truly transformative experience for her. She returned with a broader outlook on life and the world. She has a better understanding of what is important to her and not worry about the little things. She’s a much more centered person and this will serve her well as she heads into her senior year of high school. This trip exceeded all expectations for her and that speaks volumes.”
Gorges Dam, learning about issues related to economic W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— PA R E N T O F S U M M E R PA R T I C I PA N T
ASI A: S UM M E R
BEIJING
TREKKING
Continuing east, we conclude
winds through deep gorges amidst
Our downriver journey takes us next
INDIA
RUGGED TRAVEL
ASIA’S LONGEST RIVER HAS SHAPED CHINA’S HISTORY, CULTURE, AND
along the banks of this vital waterway. Beginning in Yunnan Province, where the river
PROGRAM COMPONENT EMPHASIS
17
TA I WA N MANDARIN LANGUAGE INTENSIVE 4-Week Summer Abroad Program
31 Days
DESCRIPTION
DATES
AGES
Improve your Mandarin language skills through small group classes, carefully selected homestays, and community engagement while experiencing the rich cultural traditions that thrive in Taiwan.
June 28 – July 28
15– 18
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
ISPs
CHINA
TA I WA N
million is the political, cultural, and economic center
CULTURAL RICHES LONG LOST
of Taiwan. Known for its night markets, Japanese
BEYOND ITS BORDERS. Settled over
colonial architecture, and a thriving scene of
millennia by travelers from southwest China,
young activists and artists, we live with host
Taiwan was known as the “Beautiful Island” for centuries for its endless seashores and stunning mountains.
firsthand about topics such as cooking,
its time between Taipei and the indigenous village of
calligraphy, Chinese medicine, martial arts, or
Zhenxibao. Situated in the island’s northwest, amidst
other cultural traditions.
picturesque mountains, Zhenxibao means “the sacred
AS I A: S UM M ER
skills. We also dive into Independent Study Projects (ISPs) in the afternoons learning
Our 4-week Mandarin intensive program divides
18
families and continue to hone our language
place where the sun first shines at dawn” and is home to the Atayal people. Here we live with families and settle into a daily routine of Mandarin lessons in the morning and learning about farming and environmental
In addition to formal language study, all of our activities are rich with opportunities to navigate new interactions using your Chinese language skills. We build not only language competence, but also deeper confidence in navigating the colorful tapestry of Taiwan.
issues in the afternoon. Sharing household chores, joining in daily activities, and experiencing Atayal culture first-hand is an opportunity to build friendships and understand a unique way of life preserved in Taiwan.
“I am inspired to make my own choices in life based on what I want and what I feel, rather than following this cookie-cutter expectation of what a successful life should be."
After our rural homestay, we dive into the bustling capital of Taipei. This city of 2.6 TEL: 303.41 3.0822
— E L L A , PA S T D R AG O N S S T U D E N T
Right: Photos from Dragons archives
ZHENXIBAO
TAIWAN HAS PRESERVED MANY
Left: Photos by Yi-Ching Hsieh
TA I P E I
THAILAND THE SPIRIT OF GRENG JAI 4-Week Summer Abroad Program
31 Days
DESCRIPTION
DATES
AGES
Explore living reciprocity: a 3-day Theravada meditation retreat in the cool mountains of Chiang Rai, help out on community-driven learning service permaculture projects, and live with hill tribe communities.
June 28 – July 28
15 – 17
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
CHINA
LEARNING SERVICE
SPIRITUAL TRADITIONS
MYANMAR MAE HONG SON CHIANG MAI
FROM THE BUZZING METROPOLIS OF
L AOS
BANGKOK TO THE VERDANT MOUNTAINS AND RICE PADDIES OF THE NORTH, THE
SUKHOTHAI
U B O N R ATC H ATA N I
THAILAND BANGKOK
CAMBODIA
— K AT E , PA S T D R A G O N S S T U D E N T
STAGGERING BEAUTY OF THAILAND LEAVES living in a region experiencing rampant development while
THE NEXT WONDER. Our program begins in the
maintaining ritual and custom.
Kingdom of Siam’s first capital, Sukhothai. culinary nuances of the Land of Smiles before boarding the slow train north to the art and cultural hub of Thailand,
KRABI
in school). I know now what I want to do and what I love and how I want to live my life.”
ONE ENCHANTED AND YEARNING TO EXPLORE
Here students orient to the cultural, spiritual, and
INDIA
“This trip changed my life and I learned so much about myself (more than I ever learned
Chiang Mai. Here we explore the city’s many temples and meet
monastery in Chiang Rai for a three day meditation retreat where we learn and practice many forms of meditation—insight, walking, eating, silent—to center ourselves. We then venture to a Thai-run eco-village to study permaculture and sustainability practices. We
migrant workers rights, environmental protection, and elephant
learn about seed banking, traditional organic farming,
conservation. We then move further north into the mountainous hill
adobe building, natural medicines, and rice cultivation in a
tribe regions in Mae Hong Son, where we hike from village to village
valley surrounded by picturesque national parks. Our Thailand
through tea plantations and coffee fields staying with ethnic minority
journey culminates with a few day’s exploration of the country’s
communities to catch a glimpse into their traditional way of life. Amid paddies and
colorful and bustling capital, Bangkok, where we say goodbye to Southeast Asia amid
glittering Buddhist temples, we explore some of the dichotomies that come with
the wild sprawl and awe-inspiring skyline of one of the world's great alpha cities.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
ASI A: S UM M E R
with grassroots NGOs and activists working on gender equality,
From here, we enter into a small Theravada Buddhist
19
E YA K
AR
D•
•FRO
B O
M
TH
BY LARKIN BARRON, STUDENT Indonesia Semester
DEAR HOME Dear Non-Quick Dry Clothes, I don’t even remember what you feel like. My shoulders and knees are so used to being covered, the idea of wearing shorts is almost scandalous. I have so much respect for the strong women and men who are able to wear jeans, long sleeves, and head scarves in this kind of heat. That’s some kind of devotion.
Dear Friends, I think of you and smile. Dear Home, I have come to believe that you, home, are a deceptive concept. If home was just one thing then, to me, it could never be a house. I think that it must instead be a state of heart. Not a state of mind or state of being, but a way that your heart feels when you are given ease and joy by your surroundings. That moment when the smile comes from the inside, the outer shells collapse and you
from these chili-filled, rice-mounded bowls of deliciousness. Food styles so
know, in your heart, that you are home. I have had to say goodbye to you Bed,
different I can’t even compare, though I’m starting to realize that not only is it
Shower, Phone, Kitchen, Clothes, Friends. I chose to do this not out of spite but out
possible to eat rice three times of day, but it is, in fact, a cultural expectation.
of an inner compulsion to stretch my boundaries. To expand my mind. To fill my
Dear Bed, You are so much more comfy than I ever appreciated. How could a simple mattress, so much more than 2 inches of padding on a wooden panel, bring so much joy? How I long to sink into your welcoming folds and lie there till all exhaustion has fled from my body and mind. I would jump on you… or just fall asleep. Bed, I miss you most.
heart with the sights and sounds of the unknown, even if it meant squat toilets and bucket showers and fleets of loud motorbikes, or a new language and a new diet and a new state of being. I did it because sometimes one home isn’t enough, and when the heart says it’s time to go exploring, well, who am I to disagree. So, home, I have left you behind.
But in many ways, in almost all the ways maybe,
Dear Shower, Sorry to say it, but I’ve actually replaced you. Yeah, I mean hot water can be nice, maybe calming, maybe relaxing, but I honestly enjoy cold water in a bucket. I’ll pour it over my head slowly and feel cleaner than I ever did with your
Larkin
Dear Phone, Okay. There are times when I wish I could escape to Facebook. Music I especially miss. I wish I was able to use GPS, but sometimes in order to see more you must carry less. I’m relieved not to have you. Distraction, I think, would only be degenerative. I don’t want to be stopped from living fully. I don’t want to miss a flash of color or smell of spice. Any moment lost could be a lifelong memory missed. Visit the Yak Board for course reflections from Dragons students past and present at
20
Love,
WWW.THEYA KBOA R D.COM
Left: Celia Mitchell
AS I A: S UM M ER
electric spigot. Although—I never was this hot and sweaty at home.
I haven’t left home at all.
Right: Beatriz Schaver Eizaguirre; Photo from Dragons archives
Dear Kitchen, The tastes you’ve given me throughout my life are a world away
INDONESIA C O M M U N I T Y & C O N S E R VAT I O N 6-Week Summer Abroad Program
DESCRIPTION
DATES
AGES
Experience the most diverse archipelago on Earth: live with sea nomad communities, harvest coffee, and learn about efforts to protect the world’s most extraordinary rainforests and coral reefs.
June 28 – August 8
16 – 18
42 Days
CHINA
MANADO
BORNEO
LUWUK
TA N A TO R A JA
MOROWALI KENDARI
MAKASSAR
WA K ATO B I
UBUD, BALI
RUGGED TRAVEL
COMPRISED OF OVER 17,000 ISLANDS
nomads.” The Bajau live in stilted houses built over the
AND 700 LIVING LANGUAGES, INDONESIA
open ocean and spend the majority of their lives on the
IS HOME TO THE HIGHEST LEVEL OF
water. We embrace their unique lifestyle, snorkeling
BIODIVERSITY OF ANY NATION. Whether
over fragile reefs, attending indigenous ceremonies,
hiking through bamboo forests, spearfishing with your
and learning about conservation initiatives from
homestay father, or examining gender roles in the
local leaders.
world’s most populous Muslim nation, Indonesia is
of Indonesia, we begin to understand that our
senses. Arriving first in Yogyakarta, students dive
definition of “community” extends far beyond our
headlong into Javanese culture, working with street
own towns. Diverse experiences help expand our
studying the basics of the Bahasa Indonesian language.
ENV. & SOCIAL JUSTICE
SPIRITUAL TRADITIONS
As we engage with the people and places
sure to challenge your worldview and stimulate your
artists, attending shadow-puppet performances, and
HOMESTAY
worldview and encourage us to be more mindful of our interconnected relationships.
We then head east to the island of Flores, where students live in the pastoral village of Langa. We meet with local coffee producers, hike amid dormant volcanoes, and learn about local religious traditions with our gracious hosts. A few flights and boats take us to the archipelago AUSTRALIA
“To me, the most special component of this trip is the environment Dragons has co-created with the Indonesian communities...This environment not only fosters, but more importantly promotes the formation of real relationships between homestay families and Dragons students. ”
of Wakatobi, home to the Bajau people, or the “sea W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— S E A N , PA S T D R AG O N S S T U D E N T
ASI A: S UM M E R
INDONESIA
PROGRAM COMPONENT EMPHASIS
21
CAMBODIA P E A C E - B U I L D I N G & C O N S E R VAT I O N 4-Week Summer Abroad Program
AGES
Examine issues of human rights and international development: engage in the optimism of Cambodian youth, unpack the legacy of the Khmer Rouge and gain insight into Theravada Buddhism firsthand.
June 28 – July 28
16 – 18 RUGGED TRAVEL
KNOWN FOR THE INCOMPARABLE RUINS OF ANGKOR WAT, CAMBODIA IS
with the Cambodian people, and gain
A COUNTRY THAT EVOKES IMAGES OF JUNGLE TEMPLES, BRIGHT
context around Cambodia’s present-
ORANGE ROBED MONKS, AND LUSH RICE FIELDS. Our course begins in the
day political landscape. We meet
overgrown temples of Angkor civilization which hold the secrets to the ecological
with activists and artists who call
and architectural wonders of a culture that ruled much of Southeast Asia for nearly a
one of Asia's hippest emerging
thousand years. Here we explore the storied ruins to discover the traditions that have
cities home.
endured throughout the centuries of changing power. Continuing past the floating villages of Lake Tonle Sap, we gain insight into the effects of upriver dams on the L AOS
ecology of Cambodia’s largest body of freshwater
AS I A: S UM M ER
and discuss environmental issues that are critical
22
to Cambodia’s food security.
CAMBODIA
B AT TA M B A N G
VIETNAM KEP
SPIRITUAL TRADITIONS
way to the coastal village of Kampot, where we engage in a community-run mangrove restoration project and celebrate with group members near the sea.
of Battambang where we meet with dedicated NGO representatives working on education, child
“The walls that humans put up between countries, made up of money, skin color
rights, and anti-orphanage tourism initiatives. PHNOM PENH
ENV. & SOCIAL JUSTICE
the final days of our course reflecting
Our course continues on to the sleepy city
SIEM REAP
HOMESTAY
Finally we make our
CHINA
THAIL AND
PROGRAM COMPONENT EMPHASIS
and language are meaningless. Our experiences shape the way that we see the world,
In Phnom Penh, we confront the atrocities of the Khmer Rouge genocide, build empathy
but we are unified on the basis of compassion, love and a thirst for knowledge.”
TEL: 303.41 3.0822
— O O N A , PA S T D R AG O N S S T U D E N T
Right: Jack Greene; Mika Adley
Days
DATES
Left: Photos from Dragons archives
31
DESCRIPTION
B H U TA N H A P P I N E S S I N T H E H I M A L AYA S 4-Week Summer Abroad Program
31 Days
DESCRIPTION
DATES
AGES
Explore a Himalayan culture where happiness has become a measure of national development. Homestays and intimate community connections help unveil unique Buddhist worldviews.
June 28 – July 28
16 – 18
TIBE T
PUNAKHA
NASPE
THIMPU PARO
URA
B H U TA N
on this planet. We seek to understand how these embodied
“GROSS NATIONAL HAPPINESS”
philosophies impact people’s daily choices. Through
METRICS FOR DEVELOPMENT, Bhutan
we gain insights into perspectives on the environment, our role in conservation, and the concept of the earth
"happiness" means. It prompts us to ponder,
as an interdependent organism. Since the arrival of
in both Himalayan and personal contexts, what
television in 1999 and a cascade of global influences,
contributes to our quality of life. Our journey into the
Bhutan has experienced a steady increase in foreign
sacredness in the vast and wild landscapes, challenging
tourism which contradicts long-held traditions. How can we understand the pressures and adaptations of Bhutanese
us to reevaluate commonly held notions of our role in the
culture in the face of a globalizing world? In our questioning
natural world.
and exploration of Bhutan, we hope to find a better understanding of
We learn how Buddhism, as the state religion, has had
SPIRITUAL TRADITIONS
listening to local villagers, professionals, and academics,
encourages us to think critically about what
Himalayan nation of Bhutan gives us rare access to the
ENV. & SOCIAL JUSTICE
the worldviews and assumptions that shape our lives and happiness back home.
deep social impacts, particularly on the creation of unique government policies on conservation, preservation, and BANGLADESH
"I feel like I got everything possible out of Bhutan and Nepal in 4 weeks...The most
sustainable development. We will also delve deeply
important part of this trip is how learning about these cultures and having these
into Buddhist philosophy, histories, and folk tales to understand different ways of viewing our existence
experiences made me reflect and learn about myself and how I view the world.”
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— M A R G A U X , PA S T D R AG O N S S T U D E N T
ASI A: S UM M E R
INDIA
HOMESTAY
IN A COUNTRY WHERE THE PHRASE LANDS ITSELF ON A LIST OF KEY CHINA
PROGRAM COMPONENT EMPHASIS
23
NORTH INDIA ROOF OF THE WORLD 4-Week & 6-Week Summer Abroad Programs
31/42 Days
DESCRIPTION
DATES
AGES
Examine diverse Himalayan cultures, explore Tibetan Buddhist traditions, and trek into the awe-inspiring mountains of Ladakh.
June 28-July 28 June 28-August 8
16 – 18 17 – 20
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
TREKKING
SPIRITUAL TRADITIONS
CHINA LEH
DELHI
NEPAL
sharing meals and learning about village life,
MILES FROM PAKISTAN TO CHINA,
or we pitch tents and sleep outside under
THE HIMALAYAN RANGE BOASTS HALF THE WORLD’S HIGHEST MOUNTAINS. Clinging to the far western flank of the Tibetan
AS I A: S UM M ER
INDIA
24
the brilliant blanket of stars. The six-week program travels further south into the Himalayan foothills to the
plateau, jagged peaks and windswept valleys have
Indian state of Himachal Pradesh. Upon
largely preserved the local cultures of Ladakh. Our
the Dalai Lama’s escape from Tibet,
exploration begins close to the regional capital
thousands of devout followers settled
of Leh, where we learn language basics, explore
in Dharamsala, the seat of His Holiness’
pastoral communities, and acclimatize to the 11,500
exiled government. Today, Tibetan language,
ft elevation. We explore local issues in meetings with
traditional medicine, art, and spirituality are
NGO leaders who share their firsthand experiences
preserved here. It is a place that inspires with stories
trying to preserve Ladakhi heritage and environment
of struggle and perseverance and a message of hope and compassion. We stay in
despite shifting cultural, ecological, and economic
a Buddhist monastery to better understand the basic tenets of Buddhism before
patterns within the region.
moving onto Dharamsala to live with Tibetan refugee families, work in the fields, and
We trek deep into glaciated valleys, passing
attend classes at the Tibetan Institute of Performing Arts. The North India course is a
through tiny hamlets as we follow remote herders’ trails. As we pass through some
window into Himalayan cultures and landscapes, as the region adapts to challenging
of the world’s most breathtaking mountains, we stay in family homes in tiny villages,
environmental and political climates.
TEL: 303.41 3.0822
Right: Benjamin Felser; Maria Xu
TIBE T
PA K I S TA N
STRETCHING MORE THAN 1500
Left: Caleb Brooks, Photo from Dragons archives
DHARAMSALA
N E PA L T R A D I T I O N S O F T H E H I M A L AYA S 4-Week Summer Abroad Program
31
LEH
Days
DESCRIPTION
DATES
AGES
Discover the beauty of the Himalayas: experience life in remote mountain C H I N A participate in a meditation retreat, and study traditional arts with communities, local masters.
June 28 – July 28
17–20
SINCE ANCIENT TIMES, TRAVELERS,
TIBE T DELHI
N E PP OAK LH A R A
MONKS, MERCHANTS, POETS, ARTISTS, K AT H M A N D U
BHUTAN PATA N
INDIA
AND WARRIORS HAVE PASSED THROUGH
KATHMANDU DURING THEIR JOURNEYS ACROSS
PROGRAM COMPONENT EMPHASIS
HOMESTAY
SPIRITUAL TRADITIONS
Moving into rural Nepal, we get the opportunity to trek through stunning mountain valleys, before settling into a homestay with subsistence farmers in the Himalayan foothills. Here we learn the daily rhythms
THE GREAT HIMALAYAN RANGE. Some never left,
of agricultural life and have the chance to talk to local
and today a multitude of ethnic groups from across the
people about their lived experience of pressing global
Himalayan region all peacefully co-exist in the peaks
concerns such as climate change and foreign aid.
and valleys of this dynamic country. Nepal’s rich cultural
To better understand the rich spiritual traditions
diversity provides a strong foundation for a larger
of Nepal, we explore the intertwined religions of
conversation about the underpinnings of identity,
Hinduism and Buddhism and also go on a short
community, and spirituality.
ISPs
meditation retreat where we have the chance to fully
explore how ancient traditions can survive in a rapidly developing society. During our
immerse ourselves in monastic life. We learn about the foundations of Buddhist philosophy from a monk and participate in a spiritual practice that is both informative and deeply introspective.
time in the Kathmandu valley, we meet with local activists and experts who share their insights on Nepal’s history, politics, and culture. They also offer a unique perspective on
“Nate scored his trip an “11” on a scale of 1-10. He arrived home dirty and smelly, but more
the socio-political complexities facing a newly-democratic Nepal, and challenges the 2015 earthquake continue to pose to Nepali society.
mature, thoughtful and with a greater understanding of that part of the world.”
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— PA R E N T O F S U M M E R PA R T I C I PA N T
ASI A: S UM M E R
Our program weaves a path between rural and urban environments and different religious communities as we
25
E YA K
AR
D•
•FRO
B O
M
TH
B Y A L LY S O N , S T U D E N T South America Semester
MIND & BODY When you trek, it’s impossible not to be aware of your body. Each day becomes broken up into a set of systems and routines—all of them ways to care for your physical health, your cohesion with the larger group, to care for your ability to continue. Thoughts fly out of my head and all that remains is the way my feet sound on the path, the air whooshing in and out of my lungs, the sun and the clouds and the rain. In those long hours, especially the ones we recently spent in the Valle de Sondondo, it is so obvious to me: The mind and body are intrinsically connected, each dependent on the other. And nowhere is that more apparent for me than on a trek. HEAD I feel my head pound as we ascend, bit by bit, towards the mountain pass
HEART I’m in the kitchen tent, helping cook dinner with Miguel and Teo.
in the distance. When we get there, I know instantly that every step was worth
Miguel shows me how to peel cloves of garlic with a blunt knife. I carefully strip
it. From this viewpoint, Miguel (our guide) tells us we are at the exact midpoint
away each layer of translucent purple skin. When I ask Teo about his cooking
between two districts. Neighborhoods sprawl out before us, encompassing the
experience, he tells me that he has eighteen years of experience in being a
valleys and tapering off into the ridges beyond. Each person in the group finds a
cocinero for treks like these. And when I ask why, he just shrugs and smiles. Es
rock, and together the group builds an apacheta—a structure, a miniature tower—
un acción de amor, no? he asks me with a grin, and continues to stir. FEET Go! Before I let myself think twice about it, I splash into the freezing
THROAT I always have trouble finding my voice in a group—never wanting to
river, feet instantly going numb. Why did I decide to do this, again? I think for a
be contrary, waiting for a way to speak without conflict. But that’s not always
moment, remembering the steamy indoor hot spring I just left to swim in these
conversations—about power and privilege, victimization and the framing of history, on
unforgiving waters. Besides me, Jackson and Michaela are gasping and shouting just like I am, striving deeper in the water before their nerves leave them. I grit my teeth and follow. Above us, Rosel calls encouragement. I screw my eyes
foreign aid and development. None were
closed and, sucking in one more breath, dunk my head underwater. In that split
peaceful, but all were necessary. As we
second, everything about what I’m doing right now—the cold pressing in around
continue our descent into the community
me, my hair floating around my head in a halo, my feet firmly planted on the
where we’ll camp tonight, I can't help but wonder: How many conversations and people
riverbed—brings me irresistibly into the present. Here I am, I think. And again: Here I am. And then my head breaks the surface, and I can’t stop smiling.
and experiences have I missed in the past, by choosing not to speak?
Visit the Yak Board for course reflections from Dragons students past and present at 26
WWW.THEYA KBOA R D.COM
Right: Photo from Dragons archives; David Haffeman
possible. On this trek, we’ve had lots of difficult
Left: Nina Saligman
L AT IN AM ER IC A : SU M MER
bringing the height of the pass a few inches higher, all to say: We were here.
PERU S AC R E D M O U N TA I N S 4-Week & 6-Week Summer Abroad Programs
31/42 Days
DESCRIPTION
DATES
AGES
Celebrate Peru’s unbelievable diversity: paddle the Amazon River Basin in a dugout canoe and live with Quechua families in the heart of the Andes.
June 28 – July 28 June 28 – August 8
15 – 17 16 – 18
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
TREKKING
ENV. & SOCIAL JUSTICE
ECUADOR
PERU
BR A ZIL
PERU, ANCIENT SEAT OF THE INCA IS A LAND OF
Plaza, listening to tales of Incan rulers and
TOWERING PEAKS AND STEAMY JUNGLES, OF
the Spanish conquistadors that came
MODERN URBAN CENTERS AND HIDDEN VILLAGES.
before. A short trek takes us to Machu
The radical juxtapositions in landscape and culture of
HUARAZ
this majestic country are mirrored in the striking socio-
CHIQUIAN S ATI P O
CUSCO
PUNTO M A LD O N ATO
economic disparities that pervade society. Students dig
homestay in the Parque de la Papa.
into critical development issues by living with
We rise with our homestay siblings,
families in remote indigenous communities
harvest potatoes, herd and milk
and exploring seldom-visited regions of BOLIVIA
crowds and settle in for a four-day
the sacred Andes Mountains and lush
livestock, and participate in a learning service project led by local leaders.
Amazonian forests. Our journey begins with a short flight
By the end of the course students are equipped with basic wilderness skills, and a
into the heart of the Peruvian Amazon rainforest.
deeper understanding of regional environmental
A small boat takes us up the Madre de Dios River,
issues and the mysticism of Andean cosmology.
where we learn about forest ecology while listening to a symphony of tropical birds and jungle calls. We meet with local elders who share their
“Peru changed something big inside me. What I value has
hopes and fears about regional development initiatives.
changed; so has my definition of happiness.”
We travel overland to Cusco, exploring the relics of Sacsayhuamán and the central
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— J U L I A , PA S T D R AG O N S S T U D E N T
LATI N A ME R IC A : S U MM E R
LIMA
MACHU PICCU
Picchu, where we quickly skirt the
27
G UAT E M A L A S PA N I S H L A N G UAG E I N T E N S I V E 4-Week & 6-Week Summer Abroad Programs
AGES
Investigate issues of social justice amidst Guatemala’s diverse landscapes and communities while improving your Spanish language skills through personalized instruction.
June 28 – July 28 June 28 – August 8
15 – 17 16 – 18
L AT IN AM ER IC A : SU M MER 28
HOMESTAY
OUR GUATEMALA COURSE OFFERS THE PERFECT MELD OF INTENSIVE
Todos Santos. Hidden in the clouds, Todos
LANGUAGE INSTRUCTION, LEARNING SERVICE, AND HANDS-ON
Santos is a mystical mountain town that
EXPERIENTIAL LEARNING. Known as the “land of eternal spring,” Guatemala is a
challenges definitions of “traditional”
country where towering volcanoes cradle the rich cultural heritage of the colorful and
and “modern.” While continuing with
resilient Maya people. Through this lush and textured land we travel to remote communities to study under professional
ME XICO
Spanish instructors in personalized one-on-one lessons while engaging in authentic homestays and meaningful community-driven learning service projects.
TIKAL
BELIZE
TODOS SANTOS
LANGUAGE STUDY
LEARNING SERVICE
our Spanish language instruction, we meet with shamans and healers, learn traditional cooking, volunteer in local schools, and receive instruction in weaving and marimba.
We begin our course in Pachaj, a small mountain
We then wind our way into the protective
community nestled in the pine forest outside of
folds of the Cuchumantes Mountains to the
Guatemala’s second biggest city, Quetzaltenango. In
community of San Juan Cotzal. Here we join our homestay families in the fields as
Pachaj, we live with generous homestay families, enjoy
they plant their food staples of beans, corn, and squash. Our comprehensive journey
one-on-one Spanish language instruction, and volunteer
COBAN
PROGRAM COMPONENT EMPHASIS
concludes with a few days in the spectacular colonial capital of Antigua.
with the Chico Mendes Reforestation Project. G UATE M A L A SANTIAGO ATITL A N
After a three-day trek from Quetzaltenango to Lake
“We sent our son to Guatemala as a teenager, and he returned as a Spanish-speaking,
Atitlan and a visit to the Mesoamerican Permaculture
thoughtful, sensitive and appreciative young man; a powerful evolution!”
Institute, we travel to the highland community of
SAN LUCAS TOLIMÁN
EL
SALVADOR
TEL: 303.41 3.0822
— R O B I N , PA R E N T
Right: Moriah Kofsky; Photo from Dragons Archives
Days
DATES
Left: Photo from Dragons archives; Juancho Galich
31/42
DESCRIPTION
“I looked for a course that would challenge me physically, emotionally, mentally yet still teach me about the world. Well I found it.” — J A M E S , PA S T D R AG O N S S T U D E N T
BOLIVIA SPIRIT OF THE ANDES 4-Week & 6-Week Summer Abroad Programs
31/42 Days
DESCRIPTION
DATES
AGES
Immerse yourself in the Andes: perform ritual mountain ceremonies, trek over snow-swept passes, and discuss the impacts of climate change with local communities.
June 28 – July 28 June 28 – August 8
17 – 19 17 – 19
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
KNOWN AS A LAND OF EXTREMES, BOLIVIA IS HOME TO SOME OF THE
on a four-day trek in the snow-capped Cordillera Real range, descending into the
MOST STAGGERING CULTURAL AND ECOLOGICAL DIVERSITY ON THE
dense cloud forests on the edge of the Amazon Basin. Observing striking ecological
PLANET. Host to 36 distinct ethnic and
transitions, we traverse an original Incan roadway that once served a an important trade
language groups, vast mountain ranges,
route between the high Andes and the tropical cloud forests below. Our journey takes
dense Amazonian jungle, and a shifting
us along the base of snow-capped peaks, through
socio-political landscape, Bolivia provides
misty montane forests, alongside coffee and
a panorama for students to explore the links
coca fields, and into the heart of Afro-
between past and present in the heart of South
Bolivian culture in the Yungas region.
America. Students integrate into several local CORDILLERA APOLOBAMBA
communities through extended homestays, focused
S O R ATA
language study, and direct engagement with local
L A PA Z
activists and landscapes
COCHABAMBA CORDILLERA REAL
BOLIVIA
in a small Quechua farming community. Students enjoy daily Spanish language instruction at our Program House while learning about the vibrant history of grassroots mobilization and resistance in the Andes. CHILE ARGENTINA
south to the Uyuni Salt Flats, an otherworldly landscape home to unique flora and fauna, aquamarine
The course begins in Cochabamba, where we live
PAR AGUAY
Our final excursion takes us
Acclimatized to the Andean elevation, we depart
lagunas, and the largest reserves of lithium on the planet. Summiting an active volcano, we discuss issues of resource use and environmental conservation in one of the most dramatic locales on the planet.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
LATI N A ME R IC A : S U MM E R
BR A ZIL
TREKKING
29
E YA K
AR
D•
•FRO
B O
M
TH
BY ZANDRA CAMPBELL, STUDENT Dragons Princeton Bridge Year Senegal
SOME THOUGHTS ON RELIGION A WEEK AGO, AS I POSTULATED BEFORE ALLAH
motions of a prayer that didn’t mean anything to me at face
IN A SUFI SERVICE FOR TABASKI (A CELEBRATION
value, we shared something. We were sharing an experience—
OF THE SACRIFICE OF ISHMAEL), TEARS ROLLED
the sun on our faces, the feeling of the plastic woven mat
DOWN MY CHEEKS. The tears surprised me, but I soon
under our knees, and the feeling of jàmm (peace). We were
recognized that I was crying because the practitioners’
connected through these moments in the universe that we
prayer was so beautiful, and they were so united, and I wasn’t
share.
a part of it. Their faith in Allah connected them, and I felt that, despite my love for Judaism, my disbelief in a god
Faith in a god can be a beautiful thing, but it isn’t some
isolated me from that community experience. Afterwards,
magic ingredient for joy—you don’t need faith to do good
the group conversed about their faiths, and members of my
or be connected to people. And in any case, I do have faith. I
team expressed that although they did not subscribe to Islam,
have faith in people to be and do good. The teranga (spirit of
joining in the prayer connected them both to their own faiths
hospitality) pervasive through Senegal gives me hospitality.
and the community. My sadness deepened; everyone’s faith
On our last night in Dene, the spiritual community in which
seemed to be such a part of that community experience that
we stayed during Tabaski, the community threw a goodbye
I so desperately craved. I felt that I must be missing out on
party for us. We danced around a bonfire singing in Wolof,
some of the world’s joy, but you can’t force yourself to believe
and to close the night, one of the woman of Dene sang the
in something, right?
national anthem of the United States in Wolof for us. I was so
With or without God, the world is an amazing place.
taking selfies, and they begged me to pick them up and spin
Statistically, the chances of our own existences are so
them around again and again until I grew so dizzy, I could
infinitesimally small, and the chances of that many people
barely stand. I realized that not sharing the same religion
equally as improbable of existing as I should come together
or even the same god didn’t mean I couldn’t take part in
and stand in that circle around that bonfire is practically
the community. Even going through the seemingly empty
impossible. Yet there we were, and that’s miraculous.
Visit the Yak Board for course reflections from Dragons students past and present at 30
WWW.THEYA KBOA R D.COM
Right: Angelica Calabrese; Nicos Christou
Later on in the day, however, I was playing with all the children as they helped sacrifices the rams. We were laughing and
Left: Christy Sommers
AF R IC A: SUM M ER
touched, I teared up again.
SENEGAL IN THE SHADE OF THE BAOBAB TREE 4-Week Summer Abroad Program
DESCRIPTION
DATES
AGES
Discover true generosity: live with Senegalese families, learn a new craft, drum and dance, find yourself immersed in a new worldview.
June 28 – July 28
15 – 17
31 Days
RUGGED TRAVEL
MAURITANIA
ENTER A FORTUNETELLER’S HUT AND ASK A
SAINT LOUIS
QUESTION ABOUT YOUR FUTURE. Spin and dance
DENE DAKAR
NDEM THIES
with Sufi mystics. Speak with a young man preparing
SENEGAL TA M BACO U N DA
PROGRAM COMPONENT EMPHASIS
MALI
TEMANTO SAMBA KOLDA KEDOUGOU
GUINE A
landscape scattered with ancient baobab trees turn into lush, green forest. We trek through the foothills of the
This country is a collision of influences: French,
Fouta Djallon mountains, visiting
Islamic, African, and increasingly, American and
Pulaar villages, traditional healers,
Chinese. Renowned for its hospitality and tolerance,
and environmental activists
Senegal makes room for all.
along the way. We come to rest
to examine issues surrounding the term 'development.' From
for a week of homestays, where students live in traditional thatchedhut family compounds. Students spend the day as locals do, working
Thies we travel to the sandy shores of Dene, where we
in the fields, milking cows, partaking in
study spiritual traditions amongst a community of Islamic
drumming and dance lessons, and listening to
scholars, practice French and Wolof greetings and learn new cultural norms, and possibly stay up late drumming and dancing under the stars. This week sets the stage
village meetings. As we sink into the rhythm of Senegalese life, we see that the tradition of teranga
for an in-depth exploration of issues related to public health, gender, education, social
(the culture of giving) offers us many lessons about community and the web of
justice, and human migration.
connections we share. W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
AF R IC A : S U MM E R
first taste of tchieb-u-dien, Senegal's national dish, and explore colorful markets, dance and drum with local teachers, and begin
SPIRITUAL TRADITIONS
Heading south, we watch the flat desert
to cross the Strait of Gibraltar to find work in Spain.
Our journey begins in Thies, where we get our
HOMESTAY
31
MOROCCO C R O S S R O A D S O F M O U N TA I N S & C U LT U R E S 4-Week Summer Abroad Program
DESCRIPTION
Discover the famed hospitality, faiths, and languages of Morocco across ranges, ancient cities, and rural villages. S Pmountain AIN
CASABLANCA MIDDLE ATL A S M O U NTA I N S
ESSAOUIRA MARRAKESH
H I G H ATL A S M O U NTA I N S
AF R IC A: SUM M ER
MOROCCO
32
ALGERIA
LANGUAGE STUDY
SPIRITUAL TRADITIONS
“The rural homestay taught me the most. I learned so much in terms of spoken and
SOUQ (MARKET PLACE), FRAMED BY THE ANCIENT WALLS OF CITY MEDINAS,
16 – 19 HOMESTAY
WANDERING THROUGH A MOROCCAN FES
June 28 – July 28
PROGRAM COMPONENT EMPHASIS
comprehensive language, Moroccan culture and way of life, and friendship and hospitality. I also learned a lot about myself, as I was surprised I was able to thrive so
YOU ARE SURE TO THINK THAT YOU
well in an environment I never could have imagined myself being in.”
HAVE ENTERED ANOTHER ERA. Hiking
— J AC K S O N , PA S T D R AG O N S S T U D E N T
along ancient trade routes and current nomadic enclaves, we experience a Morocco that few
us wonderful opportunities to learn about the history
travelers encounter. Our time in remote villages
and tradition of this, often mystical, Muslim
immerses us in Morocco’s unrivaled hospitality;
culture. Whether outside an intricately
families welcome us as kin and our tea cups are
decorated mosque in Casablanca or
never left empty.
walking an unpaved road in a quiet
Throughout the country we engage with locals
mountain town, we often hear the call
using our budding Arabic language skills. In the imperial cities of Fes and Marrakesh,
to prayer, and are reminded five times
the sounds of people bargaining in Arabic fill our ears as the smells of exotic spices
a day that among the vastly disparate
fill your nose. Yet only a few hours hike takes us out of the cities and to a village of
lives of Morocco’s people, Islamic
peaceful mud huts in the mountains.
culture, faith, and devotion continue to
Though Morocco shows us a land of great differences, we come to see how religion and culture unite indigenous Amazigh and Arab peoples. Our time in Morocco provides
bring families and communities together as it has for over 1300 years.
TEL: 303.41 3.0822
Right: Christy Sommers; Natalie Gruben
Days
AGES
Left: Cara Lane-Toomey; Gigi Crouch
31
DATES
COLORADO
LAKE SUPERIOR
S U S TA I N A B L E R E L AT I O N S H I P S W I T H L A N D & WAT E R I N T H E W E S T E R N U S
4-Week Domestic Summer Program
THE GOOD LIFE
4-Week Domestic Summer Program
CHINA
CHINA
26
DATES DESCRIPTION
AGES
July 5 – July 28
15 – 18
PROGRAM COMPONENT EMPHASIS
DATES
26
Days
TREKKING
RUGGED TRAVEL
ENV. & SOCIAL JUSTICE
CANADA
DATES
AGES AGES PROGRAM PROGRAM COMPONENT COMPONENT EMPHASIS EMPHASIS
July 5 – July 28
15 – 18
Days
RUGGED TRAVEL
ENV. & SOCIAL JUSTICE
LEARNING SERVICE
CANADA
BACKPACK TO THE SOURCE OF THE U N I T E D S TAT E S BOULDER PAONIA
COLORADO RIVER. Study permaculture
PADDLE KAYAKS TO CAMP ON SANDY BEACHES. Explore food
APOSTLE ISLANDS
and sustainability on local farms, and float desert canyons while studying the history,
sovereignty, indigenous rights, and grassroots activism as we pursue “the good
U N I T E D S TAT E S
ecology, and pressing issues of the region.
BEARS EARS
life” around Lake Superior. Program Highlights:
• Meet with scientists, activists, ranching families, and MEXICO
recreational groups to gain a deeper understanding of the demands on land and water
• Study permaculture with sustainable farmers and learn about practical solutions for climate change in southwest Colorado • Develop a complex understanding of the human history and a deeper connection with the natural environment in the high mountains and winding desert canyons
• Spend a week sea kayaking the Apostle Islands MEXICO
National Lakeshore exploring white sand beaches, camping under the stars, and swimming from sandstone cliffs.
• Engage with tribal community members to learn about indigenous sovereignty, Ojibwe cultural history, and relationships to land and water. • Build traditional skills such as tanning hides, building shelter, foraging wild foods and medicines, and animal tracking.
• Introduction to backpacking along the Continental Divide
• Connect with local artisans to learn about their crafts and lifestyles.
• Float the red rock canyons of the Colorado River Basin while you learn about
• Herd sheep and harvest berries as we explore sustainable farming practices
complicated demands on this precious water resource
throughout the peninsula.
N OR T H AM ER IC A : S UM M ER
Program Highlights:
33
GAP YEAR FALL & SPRING SEMESTER PROGRAMS, AGES 17–22
Invest in your future with a Dragons Gap Year. Leave your well-worn routines and discover new perspectives. Reconnect with your curiosity and explore new ways of being in the world. Step out of the classroom to find inspiration and skills for your future.
34
Students traveling via a dugout canoe in Indonesia. Aaron Slosberg
G A P S E M E S T E R C O M PA R I S O N C H A R T
LOW EMPHASIS MODERATE
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
30+ days
60+ hours
5+ days
20+ hours
20+ days
20+ hours
10+ days
10+ hours
30+ days
30+ hours
5+ days
10+ hours
20+ days
20+ hours
15+ days
20+ hours
Nepal Semester: Himalayan Studies
30+ days
40+ hours
20+ days
20+ hours
South America Semester: Andes & Amazon
30+ days
60+ hours
20+ days
10+ hours
30+ days
60+ hours
10+ days
20+ hours
20+ days
30+ hours
5+ days
20+ hours
30+ days
30+ hours
5+ days
20+ hours
<5 days
5+ hours
20+ days
30+ hours
<5 days
10+ hours
15+ days
30+ hours
30+ days
40+ hours
Varies
Varies
GAP YEAR PROGRAMS China Semester: South of the Clouds Mekong Semester: Tibetan Plateau to the Heart of Southeast Asia Indonesia Semester: Community, Culture, & Conservation Bhutan Semester: Environmental Sustainability & Community Happiness
Guatemala Semester: Spanish Language & Social Justice Morocco Semester: Ancient Cities to the Atlas Mountains West Africa Semester: Rhythms of Senegal Colorado River Basin Semester: Sustainable Relations with Land and Water in the Western USA Rio Grande Semester: Stories of Culture, Identity, & Environment Along the Southern Border Independent Spring Experience (Locations Vary)
RUGGED TRAVEL
ENV. & SOCIAL JUSTICE
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
INDEPENDENT STUDY PROJECT
SPIRITUAL TRADITIONS
DATES 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/1 – 11/10 3/1 – 5/10 9/1 – 11/10 3/1 – 5/10 1/15 – 2/26 2/12 – 3/25
HIGH EMPHASIS
AGES
PAGE
17 – 22
p38
17 – 22
p39
17 – 22
p40
17 – 22
p41
17 – 22
p42
17 – 22
p44
17 – 22
p45
17 – 22
p46
17 – 22
p47
17 – 21
p48
17 – 21
p48
18+
p49
35
Dragons taught me what it means to be a responsible traveler– one who engages with local culture, one who cares for nature, one who travels not to observe…but to learn. Dragons instilled me with the values and skills needed to be a positive force for change.” — I VA N , P A S T D R A G O N S S T U D E N T
36
Finding new 'classroom' spaces in Nepal. Lauren Cain
OPTIONAL COLLEGE CREDIT M A K E T H E M O S T O F YO U R G A P S E M E S T E R Earn college credits while developing your language skills, regional knowledge, and intercultural understanding. All Dragons Gap Year Programs offer optional college credit through Portland State University (PSU) with additional course offerings available through Naropa University on select programs. Your college courses are integrated into your day-to-day activities to create an immersive learning experience; encounters with local experts, host families, artisans, activists and more form the core course content. Your hands-on learning is supplemented by writing exercises, selected readings, and presentations. You are eligible to complete up to 16 quarter credits (PSU) and/or 4 semester credits (Naropa) during your semester. Included below is a sample of college credit course offerings available:
ANTH 103: Introduction to Anthropology; How Location Affects Culture
GEOG 230: Environment and Society; Geography of Global Issues
MGMT 299: Principles of Economics; International Economics
COMM 215: Introduction to Intercultural Communication; Building Effective Cross-Cultural Communication Skills
HIST 299: Colonialization and Western Influences
PHE 299: Healthcare Systems and the Affected
ESM 101: Environmental Sustainability
INTL 199: Globalization Awareness and Community Development
PHL 299: Introduction to Spiritual/Religious Studies & Their Roles in Culture
EMS 102: Global Perspectives
INTL 299: Leadership Across Borders
PSY 204: Psychology as Social Science
ESM 199: Climate Change and Its Impacts
MGMT 199: Social Entrepreneurship; Creating Impact Through Innovative Action
SOC 199: Self and Community; Culture, Cohort, and Self
CHIN 150/250/350: Mandarin I/II/III
NPL 150/250/350: Nepali I/II/III
SPAN 150/250/350: Spanish I/II/III
Will the credits transfer to my college? Many students have had great success transferring credits from a Dragons program, but the process & requirements vary by school. The first step is to contact your college (either an admissions or an academic advisor) to understand their process for transferring credits. Visit our website for a full list of college credit offerings, course descriptions, deadlines, and course registration fees.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
37
RUSSIA
MONGOLIA
BEIJING
CHINA
XI’AN
XIAHE
CHENGDU
SOUTH OF THE CLOUDS
KUNMING
NDIA
3-Month Gap Year Program
Days
DATES
AGES
Improve your Mandarin, practice a traditional Chinese art form, and explore ethnic minority communities throughout China.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 HOMESTAY
THROUGHOUT ITS LONG HISTORY, CHINA—LIKE FEW OTHERS—HAS
hear from visiting scholars, and meet as a group
INSPIRED CURIOSITY AND FASCINATION IN TRAVELERS, SEEKERS,
to plan our adventures and investigations.
MERCHANTS, AND DREAMERS. Our semester in China does more than introduce
GA P Y E AR SE MEST ER
LANGUAGE STUDY
ENV. & SOCIAL JUSTICE
ISPs
Building on all we've learned and
the contemporary China that is seen in the country’s ever-expanding cities; we gain a
experienced in Kunming, we begin five
firsthand understanding of the country’s diverse peoples and cultures, moving through
weeks of travel through China's western
lesser-visited urban and rural landscapes.
corridor with unique itineraries that
Immersive travel experiences are balanced with a strong language curriculum and a
38
PROGRAM COMPONENT EMPHASIS
may take us through Guizhou, Sichuan,
comprehensive, interdisciplinary exploration of modern Chinese history and economic
Qinghai, Ningxia, or Gansu Provinces.
development, society, and cultural traditions. Kunming—located southeast of the
With a broad curriculum and an
Tibetan Plateau—is our home for five weeks of the program. This “city of eternal spring”
itinerary designed to explore the variety
is the capital of China’s Yunnan Province; an ideal location from which we explore
this country has to offer, our semester
ethnic diversity, environmental issues, and the dramatic changes that people in China
program offers an unparalleled overview of
have witnessed in recent decades. Through guest lectures, discussions, and mentored
China today.
community engagement, we explore traditional Chinese approaches to healing, cooking, exercise, art, and music.
"Some of the best most impactful and enjoyable [memories] were actually unplanned
While in Kunming, students live independently with homestay families, many of
or even unintended. They just happened on the road or were bumps along that road,
whom represent the “new middle class” in urban China today. At the Dragons Program House, we gather for language classes, work on Independent Study Projects (ISPs), TEL: 303.41 3.0822
and those are probably the ones which leave the biggest impressions." — R O B E R T, PA S T D R A G O N S S T U D E N T
Right: Sampor Burke; Emma Hoffman
83
DESCRIPTION
Left: Photos from Dragons archives
CHINA
KUNMING
CHINA
XISHUANGBANA
VIETNAM LUANG PRABANG
LAOS
MEKONG
VIENTIANE
THAILAND
T I B E TA N P L AT E A U T O T H E H E A R T O F S O U T H E A S T A S I A
BANGKOK
CAMBODIA
3-Month Gap Year Program
K R AT I E
PHNOM PENH
83 Days
DESCRIPTION
DATES
AGES
Examine issues of transboundary resource management within Southeast Asia’s largest river basin, explore diverse belief systems, and participate in community-driven learning service.
Sept 15 – Dec 6 February 7 – May 1
17 – 22
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
FROM ITS SACRED HEADWATERS IN THE TIBETAN PLATEAU, THE
the idyllic river island of Don Dohn, relaxing into “Laos
MEKONG RIVER FLOWS 4,800-KM TOWARDS THE SOUTH CHINA SEA,
time” as we prepare for the final leg of our journey.
CLEAVING A BOUNDARY BETWEEN MYANMAR, LAOS, AND THAILAND.
ENV. & SOCIAL JUSTICE
SPIRITUAL TRADITIONS
In Cambodia, we meet with NGOs in Phnom
To Tibetans, the Upper Mekong is a powerful spiritual entity. To the Chinese, the river
Penh and stay with communities living on the
is a means of economic development. By focusing on the interdependence of people
banks of the sacred river. A highlight of our
and the natural world, The Mekong Semester examines how the demand for electricity
time is the homestay situated on an island in
and anthropocentric needs are causing irreparable damage to delicate ecosystems and
the Bassac River where we settle into village
traditional ways of life.
life and work side-by-side with families, cooking together, sharing our stories and
Tibetan Buddhist landscapes and examine the impacts of China’s controversial
feeling what it’s like to live in rural Cambodia.
mega-dam projects. In border villages, we explore transnational trade and China’s
Near the mouth of the Mekong Delta we conclude
impact on the cultural integrity and economic security of the Greater Mekong
with reflections on the long-term health of the river
sub-region. Crossing into Laos, we explore the province of Luang Namtha on treks
ecosystem and bring our great journey to a close.
beneath the jungle canopy and travel through some of the most remote regions in Southeast Asia, where cross-border trade and a booming ecotourism industry are contributing to rapid modernization and environmental degradation. In Vientiane, we turn our focus towards public health initiatives, visiting an international NGO working to
“Dragons strengths are in the authenticity of where they go, what they choose to do and see, where they stay and how the participants are involved along the way. Dragons does not just lead students by their hands and guide them, they let them figure things out.”
clear unexploded mines leftover from the US' Secret War. We enter rural homestays on W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— PA R E N T S O F S E M E S T E R S T U D E N T
GA P Y E AR S EM E STE R
Our journey begins in China’s Yunnan Province where we trek through sacred
HOMESTAY
39
CHINA
MANADO
BORNEO
INDONESIA
LUWUK
TA N A TO R A JA
MOROWALI KENDARI
MAKASSAR
C O M M U N I T Y, C U LT U R E , & C O N S E R VA T I O N
WA K ATO B I
3-Month Gap Year Program
INDONESIA UBUD, BALI
AUSTRALIA DESCRIPTION
GA P Y E AR SE MEST ER
17 – 22 RUGGED TRAVEL
SPANNING FROM MALAYSIA TO AUSTRALIA, WITH OVER 17,000
mangrove ecosystems, and look at the nuances of
EQUATORIAL ISLANDS, Indonesia hosts the world’s highest level of biodiversity
environmental conservation.
and one of the richest cultural tapestries on Earth. Our program begins in Yogyakarta
40
Sept 15 – Dec 6 February 7 – May 1
PROGRAM COMPONENT EMPHASIS
Bandas, a small group of volcanic islands famous
orchestra), Javanese dance, and shadow puppetry are studied and performed as they
as a source of nutmeg and cloves. Featuring
have been for centuries. With our Program House as a base, students engage in arts
dramatic volcanic formations draped in luxuriant
study, language instruction, and topical discussions on the course’s themes of religious
vegetation and uninhabited islands wrapped in
diversity, creative expression, and cultural and environmental conservation, all while
white sand beaches, the Bandas boast incredible
living with carefully selected homestay families.
marine diversity and a fascinating history at the
From Java, we head east to the island of Flores where students live in the pastoral
SPIRITUAL TRADITIONS
Heading east we may travel to the mysterious
on the island of Java. In this center for arts and culture, ritual crafts of gamelan (bronze
village of Langa. Here students stay with generous homestay families, learn about
ENV. & SOCIAL JUSTICE
center of the spice trade. We return to Yogyakarta to conclude a course that is
coffee production, hike spectacular dormant volcanoes, explore topics in spiritual
rugged and comprehensive, and that introduces students to some
plurality, and develop a deeper understanding of traditional farming.
of the most significant ecological, cultural, and geo-political conversations of our time.
We then travel to the southeastern archipelago of Wakatobi, an extraordinary National Marine Park and home to the Bajau people (also known as “sea nomads”).
“Each place we went to and family I stayed with showed me something about life.
Staying in the stilted bamboo huts of Sampela, students learn about Bajau culture,
Spear fishing in Sampela. Playing soccer in Langa. Playing gamelan in Java.
practices, and religion. We snorkel world-class coral reefs, learn from host fathers
There were so many impactful and enjoyable activities.”
how to fish with spears and nets, attend indigenous ceremonies, visit endangered
—W I L L I A M , PA S T D R AG O N S S T U D E N T
TEL: 303.41 3.0822
Right: Chelsea Ferrell; Rishi Bhandari
Days
Experience the majesty of the most diverse archipelago on Earth: explore Javanese arts, trek to hidden jungle hot springs, spearfish with sea nomads, and discuss conservation initiatives with local experts.
AGES
Left: Sadie Fischbeck; Katie Loebner
83
DATES
CHINA
TIBE T
PUNAKHA
PARO
B H U TA N
NASPE
THIMPU
URA
B H U TA N
E N V I R O N M E N TA L S U S TA I N A B I L I T Y & C O M M U N I T Y H A P P I N E S S
INDIA
3-Month Gap Year Program
BANGLADESH
83 Days
DESCRIPTION
DATES
AGES
Experience this secluded Himalayan country where “happiness” and Buddhist belief systems are the guiding principles underlying economic, environmental, and community development.
Sept 15 – Dec 6 February 7 – May 1
17 – 22
PROGRAM COMPONENT EMPHASIS
HOMESTAY
border with Tibet, we continue to immerse ourselves
BHUTAN HAS CAPTURED THE IMAGINATION OF EXPLORERS AND
in the lesser-explored cultural heartlands of Bhutan
SCHOLARS ALIKE. Part of its allure can be found in Bhutan’s intentional seclusion
through extended treks in Himalayan peaks,
from the world beyond its boundaries. Up until very recently, the royal monarchy
community homestays, attendance of religious
carefully controlled external influences, only allowing television into the country in
festivals, and Independent Study Projects (ISPs)
1999. Even today, travel to Bhutan is tightly monitored by a deliberately restrictive visa
with local masters in traditional arts and crafts.
program for foreign visitors. Bhutan’s seclusion, however, has resulted in an unparalleled
Our semester concludes back where we started,
conservation of long-held values, Buddhist beliefs, and cultural practices. Through
spending the last two weeks of the program back
homestays, community engagement, and immersion in cultural practices, our semester
in Nepal, using the opportunity to better understand
explores how Bhutanese traditions have created a society uniquely centered on the
our time in Bhutan in contrast to its Himalayan
values of community happiness and environmental sustainability.
neighbor, and concluding our course with a reflective
Starting in neighboring Nepal, we spend our first three weeks in the Kathmandu Valley learning about the shared geographic and cultural foundations common to
ENV. & SOCIAL JUSTICE
SPIRITUAL TRADITIONS
retreat to bring perspective and closure to our time together. Throughout our travels in Bhutan, we gain new perspectives on our relationship with
this Himalayan region before flying into Thimphu, Bhutan’s capital. Partnering with a
the environment, broadened understanding of sustainability, and awareness of how our
Bhutanese environmental NGO, we explore how Buddhist traditions have given rise to
underlying values can influence individual and societal choices. In a country where the
a belief in the inherent sacredness and non-economic value of Mother Nature. We live
phrase “Gross National Happiness” has become a key metric in national development,
in homestays, engage with thriving Buddhist monasteries, and explore the many sacred
Bhutan presses us to ask how our own “happiness” can contribute to the sustainability
sites in the regions surrounding Thimpu. Moving to more remote regions along the
of our communities and shared resources.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
CLOISTERED AMIDST THE DRAMATIC BACKDROP OF THE HIMALAYAS,
TREKKING
41
CHINA LEH
N E PA L
TIBET L A N G TA N G
NEPAL
DELHI
K ATH M A N D U
KANCHENJUNGA
BHUTAN
H I M A L AYA N S T U D I E S 3-Month Gap Year Program
INDIA
83 Days
DESCRIPTION
DATES
AGES
Experience the enchantment of the Himalayas: trek on the roof of the world, study traditional arts with local masters. Live in a farming village, and sit for a Buddhist meditation retreat.
Sept 15 – Dec 6 February 7 – May 1
17 – 22
THE HIMALAYAS. SINCE TIME IMMEMORIAL, THESE COLOSSAL PEAKS WITH THEIR VAST WEB OF RUGGED, ISOLATED VALLEYS AND DISTINCT ETHNIC GROUPS HAVE DRAWN ONLY THE MOST INTREPID TRAVELERS
PROGRAM COMPONENT EMPHASIS
HOMESTAY
TREKKING
ISPs
SPIRITUAL TRADITIONS
"I learned how to harvest barley, milk cows, and sort flax seed. I learned about Ayurvedic healing and took a jungle hike to find herbs. I had private lessons on the Bhagavad Gita. I witnessed the true meaning of community and felt a deep connection to humanity.”
FROM DISTANT LANDS. Through rural and urban homestays, a retreat in a
— I S A B E L L E , PA S T D R AG O N S S T U D E N T
Buddhist monastery, high mountain trekking, and in-depth independent study, Dragons Nepal students explore this remarkable region,
42
beautiful patchwork. From academic discourse to hands-on study, students find areas of personal interest to explore during our time in our urban homestays. Bronze casting,
Our Himalayan Semester is based in the
jewelry making, stone carving, thangka (Buddhist iconography) painting, and music
Kathmandu Valley, an ancient crossroads
are just a few of the apprenticeship opportunities available. Students critically reflect
and melting pot of Himalayan peoples.
on their place in the world through exploring concepts of service, visiting grassroots
While living with host families and
development projects, or participating in the daily workings of an ashram.
studying Nepali language, students
We leave the Kathmandu Valley for the foothills to explore rural Nepali village
meet with local scholars and activists
life. We settle into a calmer pace of agrarian life, living simply while learning about
and learn about Nepal’s history, politics,
subsistence living. We also venture high into the Himalayas for an unforgettable trek
and culture. The study of spiritual traditions is a central component of our Nepal semester, introducing students to a
amid the earth’s tallest mountains. Hiking over high elevation passes, we enjoy two weeks of active exploration through one of the most ruggedly beautiful and dramatic areas on earth.
TEL: 303.41 3.0822
Right: Iris Kim
deep roots in a mystical land.
range of concepts in Buddhism and Hinduism and how these blend and co-exist in a
Left: Maria Xu; Scott Diekema
GA P Y E AR SE MEST ER
encountering ancient spiritual traditions with
E YA K
AR
D•
•FRO
B O
M
TH
FROM THE STUDENT GROUP JOURNAL Nepal Semester
I N N E PA L . . . "AS OUR STUDY ABROAD PROGRAM COMES TO A CLOSE, THE GROUP WANTED TO ANONYMOUSLY SHARE SOME THOUGHTS ABOUT THAT WHICH WE EXPERIENCED, OBSERVED, AND LEARNED OVER THESE MANY MONTHS... “In Nepal...I experienced a supportive, inclusive, and compassionate group culture.
“In Nepal...I experienced what it is like to be a part of a true community.
I had the chance to step up as a leader, take on significant autonomy, independence, and
Everyone addresses each other as “brother” or “sister” even if they are complete strangers,
decision-making responsibility. I experienced life in a Buddhist Monastery, hiked in Gaurishankar
and they will not hesitate to go way out of their way to help each other out. The communal
Conservation Area, lived in Patan in the Kathmandu valley, solo traveled, and much more.”
mentality reminded me how important it is to be connected to others...”
“In Nepal...I learned how to braid momos, how to cut tiny tomatoes with a very dull knife,
"In Nepal...I stepped outside my comfort zone in various ways and consequently,
and how to walk along the edges of a terraced bean field, holding up the hem of a scarlet sari.”
experienced many different ways of thinking, viewing the world, and living. We met a diverse range of Nepalis: Tami farmers, permaculture practitioners, young
"In Nepal...I learned that culture exists in the grit and grime. In the dust created by
urbanites striving for change, Newari artisans, Kagyu Karmapa Tibetan Buddhist lamas,
civilizations. Its in the magenta and bright coral smeared across my hair playing Holi.
hiking guides, influential fixers and liaisons, and travelers. That access allowed
In the cracks between stones of a temple, in the carved hands of a goddess on a roof strut.
us to problematize and nuance our understandings of this country that is increasingly
It’s in the crimson, auburn, and ocher spices thrown over chopped potatoes frying in a
connected with the global community and navigating its way through complex questions.”
pan of sunflower oil. It’s even in the dust over Kathmandu, a specter so vast and omniscient and sentient that it has become its own character in the story."
“In Nepal...I experienced earth-shaking thunderstorms, bruised hips from terrible jeep
“In Nepal...I experienced sadness as I learned how fast the aquamarine glaciers
I experienced sharp pain followed by instant relief as I washed my aching feet in frigid
overhead were receding, and when I sat with women, tears streaming down their faces
opalescent pools, and stifling silence when we awoke to a fresh blanket of snow
as they relayed their life’s unimaginable hardships."
covering the small Tibetan village”
GA P Y E AR S EM E STE R
rides, and countless red rhododendron bushes, growing smaller as the altitude increased.
Visit the Yak Board for course reflections from Dragons students past and present at WWW.THEYA KBOA R D.COM
43
BR A ZIL
PERU CUSCO CORDILLERA APOLOBAMBA
SOUTH AMERICA
PUNO S O R ATA L A PA Z COCHABAMBA
ANDES & AMAZON 3-Month Gap Year Program
CORDILLERA REAL
BOLIVIA
CHILE
83 Days
DESCRIPTION
DATES
AGES
Examine social movements and environmental conservation efforts in the mountains and jungles of Bolivia and Peru.
Sept 15 – Dec 6 February 7 – May 1
17 – 22
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
INDIGENOUS WOMEN IN COLORFUL FLOWING SKIRTS. THREE COCA LEAVES PRESSED TOGETHER FOR PACHAMAMA. Fresh snow on a ridge of the
HOMESTAY
TREKKING
ENV. & SOCIAL JUSTICE
"The most wholesome, frustrating, nourishing, enriching program. This journey came full circle, and the experiences we had on our own, as a group and within Bolivia and Peru
Cordillera Apolobamba. Gold miners bent over trays alongside the Madre de Dios…
seemed to be exactly what we all needed. I would not change a thing.” — FA R I DA H , PA S T D R A G O N S S T U D E N T
These scenes all speak to the many walks of life in Bolivia and Peru. Whether it’s a
44
this display of collective creativity in action,
the Andes & Amazon semester have the opportunity to learn about issues of social
we strike out on our first trek, circling up
justice and environmental activism, while the warm culture of ayni (reciprocity) makes
at night to discuss the impacts of climate
them feel at home throughout their journey.
change as we witness glaciers receding
The semester begins in the agricultural town of Tiquipaya in Central Bolivia. Here,
before our eyes.
students live with local families, largely of Quechua descent, and settle into the rhythms
In Peru, we re-trace ancient Incan
of daily life. Our time is characterized by intensive Spanish instruction, exposure to local
trekking routes to Machu Picchu, and
activists in Cochabamba, and Independent Study Projects (ISPs). This first month lays
venture into the Amazon basin where
the foundation for our future travels, helping students develop critical language and
we listen to indigenous leaders recount
leadership skills. Ready for the next challenge, we set off for the twin cities of La Paz
the impacts of natural resource extraction
and El Alto, dramatic urban centers that sit above 13,000 feet amidst the snow-capped
on their communities. Traveling along tropical
peaks of the Cordillera Real. Here we partner with Teatro Trono, a local theater group
waterways, we conclude amidst a symphony of birds
that empowers youth to engage with issues of social justice on stage. Charged up by
and the embrace of the most bio-diverse forests on the planet.
TEL: 303.41 3.0822
Right: Laila Skramstad; Photo from Dragons archives
that resonates from this sacred land seeps into every aspect of daily life. Students on
Left: Grace Powell; Julianne Chandler
GA P Y E AR SE MEST ER
remnant of the Spanish empire or a tribute to Aymara gods, the magic and mysticism
ME XICO
TIKAL
BELIZE
G UAT E M A L A
SAN CRISTOBAL DE LAS CASAS
TODOS SANTOS
PACHA J
G UAT E M A L A
S PA N I S H L A N G UAG E & S O C I A L J U S T I C E 3-Month Gap Year Program
SAN JUAN LA LAGUNA ANTIGUA
EL SA LVA D OR
83 Days
DESCRIPTION
DATES
AGES
Build Spanish language fluency, examine models of political activism, and engage with diverse Mesoamerican communities and cultures.
Sept 15 – Dec 6 February 7 – May 1
17 – 22
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LINKING TWO MASSIVE OCEANS AND CONTINENTS, CENTRAL AMERICA
the state of Chiapas in Southern Mexico to explore
IS A CAUSEWAY OF MESOAMERICAN CULTURES AND ECOLOGICAL
the common Mayan cultural heritage which
DIVERSITY. Today, the communities sharing in this Mesoamerican heritage continue
transcends national boundaries. While living
a legacy of adaptation to rapid environmental and social challenges. The Guatemala
with farming communities and further
Semester takes a hands-in-the-dirt approach to understanding the indigenous cultures
honing our Spanish skills, students learn
of Mesoamarica through extended rural homestays, personalized language study, work
about Chiapas’ history of revolution and
on community learning service projects, and examination of grassroots activism.
resistance, participate in agricultural
In the western highlands of Guatemala, over eighty percent of the population is
LEARNING SERVICE
ENV. & SOCIAL JUSTICE
initiatives, climb mystic ancient temples, and explore the delicate encounter
pressures. Living in with indigenous families, we work in el campo, learn Spanish
between past and present. Through a rugged and authentic
healers, weavers, and community leaders share their knowledge through Independent
exploration of some of the most remote
Study Projects (ISPs) while conversations with local NGOs working in human rights,
regions of Guatemala and Mesoamerica, our
community health, and development provide opportunities to get involved in
semester unearths the complex issues facing indigenous
contemporary struggles for continuity and change in Guatemalan society. Beyond
communities working towards sustainable development in a
intensive community engagement and homestays, we explore Guatemala’s geographic
globalizing landscape. With intensive Spanish lessons, rural homestays, and thoughtful
and cultural diversity through extended travel and hiking expeditions.
learning service engagement, students gain an immersive perspective on our
The final phase of our itinerary has the option to take us across the border into
relationships with land, tradition, and community.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
indigenous Maya, maintaining a legacy of rich cultural strength in the face of external in personalized classes, and immerse ourselves in Mesoamerican culture. Herbal
LANGUAGE STUDY
45
SPAIN
FEZ
MOROCCO
H I G H ATL A S M O U NTA I N S MARRAKESH
MOROCCO
A N C I E N T C I T I E S T O T H E AT L A S M O U N TA I N S 3-Month Gap Year Program
ALG ERIA
83 Days
DESCRIPTION
DATES
AGES
From forested mountains to the Sahara desert, study the languages, faiths, and diversity of culture that make up the western-most outpost of the Arab world.
Sept 15 – Dec 6 February 7 – May 1
17 – 22
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
SPIRITUAL TRADITIONS
ISLAMIC ART AND DIVERSE TRADITIONS COMBINE IN THE ENCHANTING
"Jennifer loved everything about the group, the instructors, the people of Morocco and
CITIES WHOSE VERY NAMES STRIKE COLORFUL CHORDS IN THE IMAGI-
Morocco...It opened her mind about what she would like to do with her life...”
NATION: CASABLANCA, MARRAKESH, AND FES. Within and beyond the city
— S A N D R A , PA R E N T
walls we explore incredible sites, tastes, and experiences, accessible only to the intrepid opportunity to explore philosophical and
46
political Islam, as well as progressive approaches to gender issues and
youth and elders, urban and rural dwellers, Arabs and indigenous tribes, farmers and
ethnic diversity. Our journey will allow
academics. Through rugged travel and authentic interactions, we examine the dominate
us to compare the vastly different
issues of this diverse society standing at the crossroads of Middle Eastern, African, and
rural and urban Moroccan lifestyles,
European cultures.
as well as see first hand the varying
We stay with urban families in cool cinder-block buildings and indigenous families
degrees to which history and
in warm mud-homes, help host communities with daily activities, travel through
religion impact daily duties, culture,
striking natural settings, and walk through an endless series of canyons in search of
and understanding of the world
the opportunity to camp alongside nomadic families. Our time in urban environments
beyond Morocco. In the western-most
and remote villages immerses us in Morocco’s unrivaled hospitality, as people
outpost of the Arab world, we explore
welcome us as kin and our cups are never left wanting for sweet mint tea. In a world
a culture which will embrace us at every
where understanding Islam becomes increasingly relevant, we are given the unique
opportunity with its famed hospitality and kindness.
TEL: 303.41 3.0822
Right: Zach Witkin; Nicos Christou
GA P Y E AR SE MEST ER
We travel through the most ecologically diverse country in North Africa. Buses and pack animals help us wind through the great diversity of people who make up Morocco:
Left: Stefan Reutter; Ami Li
traveler fueled by a curious spirit.
MAURITANIA
SAINT LOUIS
DAKAR THIES
SENEGAL TA M BACO U N DA
KOLDA
THE
MALI
G AMBIA KEDOUGOU
LABE
WEST AFRICA RHYTHMS OF SENEGAL 3-Month Gap Year Program
GUINE A
83 Days
DESCRIPTION
DATES
AGES
From agricultural villages to mangrove islands, explore West Africa while delving into artistic and musical traditions in a culture renowned for its generosity and hospitality.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 RUGGED TRAVEL
AS YOU WALK DOWN THE STREET IN SENEGAL, PEOPLE GREET YOU WITH
for dinner and keeping our eyes peeled for the
THE WORD “PEACE” AND STRANGERS INVITE YOU INTO THEIR HOMES
dolphins, manatees, and flamingos that call this
FOR A CUP OF TEA. It's a country of contrasts where new development occurs
unique environment home. Returning to the
beside centuries-old traditions. The Muslim call to prayer sounds five times a day
mainland, our feet carry us to breathtaking
when hundreds of people stop to worship on the city’s sidewalks. Senegal’s famous
waterfalls and plateaus, where we speak
hospitality, called “teranga,” is in the air from the moment we set foot on the sandy
with local environmental activists and
streets of Dakar.
explore the home of some
The semester takes us from the French colonial outpost of St. Louis, to the fast-
HOMESTAY
ENV. & SOCIAL JUSTICE
SPIRITUAL TRADITIONS
of West Africa’s last chimpanzees. We conclude in an artist enclave
stretch of beach. With possible multi-week excursions to neighboring Guinea and
perched on rocky cliffs above the sea,
Gambia, students stay almost exclusively with local families and have the opportunity
leaving with the stories we've earned, and
to meet with leaders, traditional healers, regional development specialists, and other
will re-tell for years to come.
experts in West African history, geography, and philosophy. Students study Wolof and French throughout the semester, using their new language skills at the market, in service work, and with the community.
"Amazing and transformative! Eve learned so much about global issues...She became
Casting off in a pirogue (a Senegalese fishing boat), the group sails to an island
sensitized to how people live outside the US and the challenges they face. All this
community where students are welcomed by host families. We serve alongside a local
learning and growing took place within a joyful, warm and welcoming environment."
women’s cooperative to replant mangroves and camp on nearby islands, catching fish
— PA R E N T S O F S E M E S T E R S T U D E N T
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
paced capital of Dakar, all the way to a Sufi Islamic coastal village on a white sand
PROGRAM COMPONENT EMPHASIS
47
COLORADO
RIO GRANDE
S U S TA I N A B L E R E L AT I O N S H I P S W I T H L A N D & WA T E R I N T H E W E S T E R N U S
S T O R I E S O F C U LT U R E , I D E N T I T Y, & ENVIRONMENT ALONG THE SOUTHERN BORDER
Gap Year Program
Gap Year Program
CHINA
71 Days
CHINA DATES
AGES
Sept 1 – Nov 10 March 1 – May 10
17– 21
PROGRAM COMPONENT EMPHASIS
71 TREKKING
RUGGED TRAVEL
ENV. & SOCIAL JUSTICE
LEARNING SERVICE
CANADA
Days
DATES
AGES
Sept 1 – Nov 10 March 1 – May 10
17– 21 TREKKING
BOULDER
B A S A LT BEARS EARS
RUGGED TRAVEL
ENV. & SOCIAL JUSTICE
LEARNING SERVICE
CANADA
BACKPACK TO THE SOURCE OF U N I T E D S TAT E S
PROGRAM COMPONENT EMPHASIS
TREK TO THE HEADWATERS OF THE
THE COLORADO RIVER. Study permaculture and sustainability on local farms, and float desert canyons while studying the history, ecology, and pressing issues of the region.
RIO GRANDE. Float sections of the river in New Mexico and Texas, and explore the
U N I T E D S TAT E S
living intersections of culture, identity, and
SAN LUIS VALLE Y
justice along the southern border.
TAO S
GRAND CANYON
families, and recreational groups to gain a deeper understanding of the demands on land and water
• Study permaculture with sustainable farmers and learn about practical solutions for climate change • Backpack along the Continental Divide, including possible mountain peak summits • Float the red rock canyons of the Colorado River Basin while you learn about complicated demands on this precious resource and how water has carved the magnificent natural beauty of the Southwest • Study controversial land use issues and natural resource extraction practices in the Bears Ears National monument and other public lands
48
BIG BEND
MEXICO
• Explore our own relationship to land and water as we float sections of the Rio Grande around Taos, NM and Big Bend, TX to learn how natural forces have shaped the landscape.
• Gain a deeper understanding of sustainability and food sovereignty from cutting edge regenerative agriculture projects in Taos, NM and the San Luis Valley of southern Colorado. • Look critically at US immigration policy, nationalism, and social justice movements, meeting with organizations at the front-line of immigrant-advocacy work • Trek to the headwaters of the Rio Grande on a multi-day backpacking expedition in the Southern Rockies
Right: Tavinee Maithai
GA P Y E AR SE MEST ER
• Meet with scientists, activists, ranching MEXICO
Program Highlights:
EL PA SO
Left: Davis Haffeman; Maddie Melton
Program Highlights:
ALBUQUERQUE
INDEPENDENT SPRING EXPERIENCE AN INDEPENDENT GAP YEAR OPTION 6 to 12 Weeks; Locations Vary
42-84 Days
DESCRIPTION
DATES
AGES
Looking for a more independent next step in your Gap Year? For those who have completed a group program (+1 month, any provider), we offer more autonomous and self-directed travel options over the spring semester.
Starts: January 15 Starts: February 15
18– 25
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
ISPs
MAYBE YOU’VE DONE A GROUP TRAVEL PROGRAM WITH DRAGONS OR
LOCATIONS
ANOTHER ORGANIZATION. Maybe you’re feeling ready for a more independent
ISEs are offered in places where Dragons has long-established and active community
experience abroad…but here’s what you’re wondering: How can I avoid the backpacker
networks: Guatemala, Bolivia, China, Senegal, Nepal, Cambodia, and Indonesia.
tourist traps? How do I build authentic connections when I don’t know anyone there? Who do I call on for support when I have questions or if something goes wrong? It can be hard to know where to even start. We’ve heard from many past Dragons stu-
ON-SITE SUPPORT Each program site is staffed by a Dragons On-Site Coordinator: a veteran Dragons instructor with extensive in-country expertise and experience. The On-Site Coordinator
feeling lost, unsupported, or even conflicted about the ethics and efficacy of their presence
has weekly face-to-face meetings with each student, conducts a multi-day orientation
and projects. So we’ve launched the Dragons Independent Spring Experience (ISE).
focused on safety, cultural norms, and strategies for engagement, and acts as a cultural facilitator and mentor throughout. Participants are placed with a vetted homestay
ISE PROGRAMS OFFER
family for the program duration, receive intensive language instruction (as desired), and
» Meaningful cross-cultural engagement outside the structure of a group semester,
are paired with local mentors for an Independent Study Project (ISP). Participants also
but still with the support of Dragons local (in-country) resources and mentorship.
have 24/7 access to our in-country and international emergency response resources.
» A co-created, personalized, and self-directed Gap Year or study abroad experience. » Direct Support from Dragons international network of trained in-country staff and vetted resources.
ISE programs have two start dates with a 6-week minimum length and weekly exten-
» Access to Dragons Administrative Team & our decades of expertise in managing international risk and emergency response.
DETAILS & ELIGIBILITY sion options (up until May 1). ISE programs are for those who have previously completed a group travel program (international or domestic of 1+ months) with any provider.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
dents that some of the travels they pursued on their own after a group program left them
49
OT H E R O F F E R I N G S T H E R E A R E M A N Y WAYS TO E N G AG E W I T H D R AG O N S P R O G R A M M I N G Dragons offers programs for different audiences. Whether you are a parent, teacher, college student, or business leader, Dragons has opportunities for inspired community engagement,
50
COLLEGE STUDY ABROAD
EDUCATOR PROGRAMS
ADULT TRAVELERS
PARTNERSHIP PROGRAMS
Credit-Bearin g Academic Courses for Col lege Students
For Teachers, Administrators, & Professional Educators
For Individuals, Small G r o u p s , & Fa m i l i e s
For Schools and Organizations
An alternative approach to college study
International and domestic professional
Culturally immersive small group and
Customized travel programs for schools,
abroad through cultural exploration,
development courses that deliver a
custom-designed programs for adult
universities, businesses, and organizations.
regional and intercultural studies,
core curriculum in cross-cultural and
travelers and families. Created to
We also offer consulting and training
independent study projects, language
experiential education while immersing
inspire curiosity and cultivate profound
in ethical cultural engagement and
courses, and a small-group experience.
educators in critical global issues.
relationships with people and place.
program development.
WTBDRAGONS.COM/COLLEGE
WTBDRAGONS.COM/EDUCATORS
WTBDRAGONS.COM/ADULTS
WTBDRAGONS.COM/PARTNERS
This Page: Elizabeth Causey; Amrit Ale
facilitated experiential learning, and immersive cross-cultural travel. Here are a few more ways to go Where There Be Dragons...
N OT E S O N S A F E T Y U N D E R S TA N D I N G O U R R I S K M A N AG E M E N T SYS T E M S We intentionally push our students intellectually, emotionally, and physically because we believe growth and discovery are often found outside of comfort zones. Our job is to create opportunities for meaningful challenge while safely, professionally, and transparently managing the inherent risks of travel. In our 25+ years of experience, we’ve successfully trained over 1,000 Dragons instructors and stewarded over 300,000 “in-field” days. Over time, we’ve built robust risk management systems, extensive local contacts, and a practiced understanding of regional safety issues that help us to offer innovative programming.
THERE ARE FOUR FOUNDATIONAL ASPECTS OF OUR RISK MANAGEMENT SYSTEMS THAT ENSURE SAFETY IS ALWAYS OUR TOP PRIORITY:
1
W E H I R E E X P E R I E N C E D I N ST R U C TO R S Typically, a Dragons instructor team collectively represents multiple languages, ten or more years of in-country experience, and years managing groups in remote settings. Every instructor
team has Wilderness First Aid/Responder, or higher, medical certifications. Instructors are also adept at working with students to manage medical issues.
2
W E P L AC E A P R E M I U M O N I N S T R U C T O R T R A I N I N G A N D P R O F E S S I O N A L D E V E LO P M E N T Each year, we facilitate a 2-week all-staff training focused on student group management, physical and emotional safety, cross-cultural communication, experiential education, leadership
development, and international risk management. We also lead trainings on best practices in international programming for outside faculty, schools, and organizations. For these reasons, schools and universities such as Princeton University, Thacher School, Milton Academy, and over 50 other institutions have chosen Dragons to design and facilitate custom programming.
3
W E H AV E A N E X P E R I E N C E D 2 4 / 7 F I E L D S U P P O R T T E A M With experienced administrators based domestically and internationally, Dragons Risk Management Team is dedicated to ensuring the highest-quality international programming, with careful
attention to the safety and security of our students, instructors, and in-country partners. This team is on-call 24/7 to support our groups in the field.
4
W E H AV E A R O B U S T N E T W O R K O F I N T E R N AT I O N A L R E S O U R C E S Our organization is built on decades of personal connections, and we often receive word of security issues before they are taken to press. We supplement word-of-mouth
updates with reports from the US State Department, the Overseas Security Advisory Council, the World Health Organization, and the Center for Disease Control. We work closely with International SOS to receive access to 24/7 medical consultation and emergency support services. We have carefully researched in-country medical facilities and our instructors go into the field with comprehensive emergency management tools.
?
IF YOU HAVE QUESTIONS ABOUT DRAGONS SAFETY AND SECURITY POLICIES PLEASE CONTACT US. WE WOULD BE MORE THAN HAPPY TO DISCUSS THE FINER POINTS OF OUR RISK MANAGEMENT SYSTEMS WITH YOU.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
51
M E E T A F E W O F O U R I N S T R U C TO R S T H E Y A R E E X P E R I E N C E D E D U C ATO R S . T H E Y A R E CO M M U N I T Y B U I L D E R S . T H E Y A R E M E N TO R S . With an average of 4+ years living abroad and local language fluency, our instructors have developed the skills to return to communities as cross-cultural liaisons. Our instructors draw upon personal networks to create opportunities for connection and guide students as they navigate inter-cultural nuances. We feel honored to work with this incredible community of global educators. We hope you’ll take a moment to get to know them.
4: 1 RAT I O
H IGH R ET E N TIO N RATE
E DU CATIO N
LI FE EXP ER I ENC E
DI VER SI T Y
A typical group consists of 12 students and 3 instructors
On average, over 80% of our instructors return each year; over 60% have worked 3+ programs
The majority of our instructors hold a master's degree or PhD
Dragons instructors average 30+ years of age and have a wide range of professional backgrounds
51% male, 49% female; the majority were born outside of the U.S. and are multilingual
Shuier Zhang China
Anna McKeon Cambodia
Shuier's parents have been Dragons homestay parents for over a decade in
Anna left university intending to be an actress and singer in London’s West
Yunnan. She spent the last 10 years studying in the London area, where she
End, but ended up working on social change initiatives in Cambodia. Now a
works as a professional translator and interpreter. She loves using her language
freelance communications consultant based in Phnom Penh, Anna spends
fluency to bridge cultures and facilitate communication. When she is not
most of her time working for the Better Volunteering, Better Care initiative,
leading Dragons students or working on translation projects, Shuier works as
advocating against volunteering in orphanages and promoting ethical and
a freelance art journalist, writing about art exhibitions in London for publishers
responsible volunteering alternatives.
M.Sc. in Translation Studies, University of Edinburgh M.A. in Interpreting and Translation, University of Westminster
M.A. University of Cambridge: English Literature P.G.Dip GSA Conservatoire, Musical Theatre
in China.
Joseph Vincent China
Uttara Pant India
Joseph first began learning Chinese at the age of sixteen when he moved to
Uttara’s love for the mountains began in the Palani Hills of India. Here, among
Taiwan as a Rotary exchange student. He continued to study Chinese literature,
eucalyptus trees and bison, she attended an international boarding school
history, art, and religion at Reed College before completing his MA in Chinese
with students from around the world. Moving to the US, she attended Sarah
Literature at National Taiwan University. Joseph came to Dragons after two
Lawrence and Harvard Universities while focusing her studies on psychology,
years working as an instructor at the Chinese summer programs at Middlebury-
geography, and development economics. After graduation, she found her way
Monterey Language Academy and when not instructing for Dragons, works as
to SECMOL, an alternative school in North India, and later worked at an India
a translator for Tzu Chi Foundation, a Buddhist NGO based in Hualien, Taiwan.
based NGO working to preserve traditional agricultural methods through seed
B.A. Chinese Literature and Language, Reed College M.A. Chinese Literature, National Taiwan University
B.A. Liberal Arts, Sarah Lawrence College M.A. International Education Policy, Harvard University
banks and advocacy for women farmers’ rights. 52
TEL: 303.41 3.0822
Ming Jiu Li China, Southeast Asia
B.S.E. Environmental Engineering, Duke University
Juan Salvador Galich Guatemala Proud of being the son of artists and a true nature lover, ‘Juancho’ has worked
Ming was born in southwest China, but spent most of his youth in Singapore.
as a professional guide and educator in Antigua Guatemala for over 10 years.
After finishing high school, and two years of mandatory military service, Ming
When he is not climbing volcanoes or guiding film crews on adventures, he is
moved to North Carolina where he obtained his engineering degree from
collaborating on musical projects with local and international artists. Juancho
Duke University while working on issues of gender and social justice with the
discovered the beauty of Guatemala through his passion for mountain biking and
Women’s Center. Ming has led over 5 courses in China and Southeast Asia with
outdoor adventures, and was inspired to work as a local activist campaigning to
Dragons. As an educator, he is guided by Simone Weil’s quote that “attention
help support communities as they endeavored to preserve nature and improve
is the rarest and purest form of generosity.”
their lives. Juancho is a trained chef who traveled and lived in the U.S. for two years before following his heart back to Guatemala.
Caitlin McKimmy North India
B.A. in Religion and Neuroscience, Carleton College M.T.S. in Buddhist Studies, Harvard Divinity School Ph.D. Candidate, University of Colorado Boulder
Irene Platarrueda Latin America
B.A. in Socio Cultural Anthropology from the National University of Colombia Irene spent her early childhood in the Colombian Amazon forest where her
Caitlin has led courses in the Himalayas and the Andes. Caitlin speaks Tibetan,
mother worked with indigenous communities. Later, her family moved to the
Hindi and Spanish. She has lived in a Buddhist monastery in central India,
shores of Lago Atitlan in Guatemala. As she grew up, Irene came to believe that
taught English in Northeast Tibet, interviewed Sri Lankan forest hermits
the real richness of our planet lies in the diversity of the human experience.
about love, and worked with the Tibetan community in exile to understand
Irene has since worked with the United Nations Development Program on
their conception of “Buddhist Ecology.” Caitlin believes that the upheaval of
a joint peace-building initiative with the Colombian government. Irene is
conscientious travel can unearth something inexpressibly rich within us.
committed to holistic community building, and works with Dragons students to help them realize the fullness of their potential.
Japhy Dhungana Nepal
B.A. Summa Cum Laude, with Honors in Anthropology from the University of California Los Angeles.
Richard Brown Guatemala
B.A. Anthropology, Columbia University Born in South Africa to a journalist and a diplomat, Rich has lived in Guate-
Japhy speaks five languages, and always has a difficult time answering the
mala since 2013. After graduating from Columbia, he worked with miners and
question: “Where are you from?” Raised in Nepal, Japhy spent his childhood
activists in rural Appalachia to combat mountaintop removal coal mining. Rich
exploring the Himalayas and dreaming of exploration and adventure in distant
is an editor and journalist for EntreMundos, a bilingual magazine in Guatemala
places like California. As a teenager, he immigrated to inner-city Los Angeles
focused on human rights and social development issues. Rich is just as pas-
with his family, setting the stage for a dramatic cross-cultural education.
sionate about identifying bird and plant species as he is about fostering inter-
After completing his undergraduate studies, he rode his beloved bicycle,
cultural dialogue.
“Bucephalus,” from his mother’s front door in the US all the way to Tierra del Fuego, Patagonia. Japhy is an accomplished alpinist and rock climber.
Claire Bennett Southeast Asia, Himalayas
Babacar Mbaye Senegal
Claire is driven by a passion for global equality and social justice. She first
It takes a wise man to know one, and sometimes it feels hard to quantify all that
ventured to Asia as a volunteer in Nepal and later returned to found a rural
Babacar brings to a Dragons program. Babacar is an educator at heart, and has
development organization, PHASE. Since then, she has spent time volunteering
worked as an English teacher in Senegal since 1997 after receiving his MA in
in Cambodia, coordinating regional strategy for “global education” within the
English. Babacar has been working with Dragons since 2006, first supporting
UK school system, and facilitating Global Youth Action—a global work project
Dragons summer courses and more recently moving into a full-time position
for disadvantaged youth. Claire is an incurable optimist and has boundless
with our Princeton Bridge Year program. Although students see Babacar as
energy—mainly fueled by caffeine from her British tea-drinking habit. Claire is
their fearless leader, he maintains that he is first and foremost a student of their
the author of the book Learning Service: The Essential Guide to Volunteer Travel.
unique perspective and wisdom.
M.A. History, University of Cambridge
M.A. English, Cheikh Anta Diop University
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
53
Dragons helped me see that family is family and people are people, no matter where they are, what religion they practice, or what language they speak. Despite our many differences, we are all capable of connecting with each other as human beings.” — B A B E T T E , PA S T D R AG O N S S T U D E N T
54
Laughter is always a shared language in a Dragons homestay in Nepal. Maria Xu
NEXT STEPS
S O W H AT N O W ?
F I N D I N G T H E R I G H T P R O G R A M S TA R T S W I T H ASKING QUESTIONS.
VISIT OUR WEBSITE Visit Dragons website to see photos, videos, more specific program descriptions, and read participant reflections from the field via our Yak
With so many travel programs out there, it can be hard to know where to begin. Here are some questions for you to consider and ask of different providers as you do your research:
Board. If you have questions while exploring our site, just send a message to us via Live Chat.
SPEAK WITH DRAGONS STAFF
» How many years have you been running international programming?
Give us a call! We love hearing from prospective students and
» What is your ratio of instructors to students?
parents. Our staff is ready to answer any question, no matter how big or
» What are the typical professional qualifications and ages of your field staff?
small. And we’re always happy to put you in touch with alumni students for their perspective on specific programs.
» Do your field staff speak the local languages and have extensive in-country experience?
MEET A DRAGONS INSTRUCTOR
» How many of your field staff return year after year?
We have Dragons instructors touring the country and meeting with prospective students and families. Connecting in-person is a great way to
» What type of trainings do you provide your field staff?
hear about programs and find out if Dragons is right for you.
» How do your mitigate and respond to risks on course?
READY TO JOIN US?
» How are your programs and itineraries designed?
Don't wait too long. Our most popular summer and semester
» How do you approach the theme of “service” and manage the dangers of “voluntourism”? » How do you ensure the sustainability of your programming with local communities?
programs generally start to fill up 3–6 months before departure. Students are admitted on a first-come, first-serve basis, so get in touch to hold your place on a program. Or check our website for updates on the spots remaining on a specific program.
» How do you help students apply what they've learned after they return home?
T H E A P P L I C AT I O N P R O C E S S
To hear our responses to these questions, and more, give us a call at 303.413.0822.
WHERE THERE BE DRAGONS ON INSTAGRAM
1
APPLY ONLINE
2
SUBMIT A DEPOSIT TO HOLD YOUR SPOT
3
INTERVIEW
FINANCIAL AID Any student that demonstrates reasonable financial need is eligible to apply for financial aid. When awarding financial aid, we look for applicants who are curious, driven, and ready to fully engage with communities around the world.
Follow us on Facebook for community news and reflections, photos, and videos from around the world. facebook.com/WhereThereBeDragons
Approximately 20% of our students go abroad with some level of financial assistance each year. Check out our website to find out more.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
55
MAPMAKERS ONCE DREW DRAGONS TO REPRESENT LANDS UNKNOWN. GOING
“where there be dragons” IS TO EXPLORE BEYOND THE EDGE OF your MAP.
WHEN WE ENGAGE THE UNFAMILIAR, WE REDISCOVER OURSELVES AND THE WORLD, CHARTING PATHS TO AN EXPANDED HORIZON.
ARE YOU READY FOR A DIFFERENT KIND OF ADVENTURE?
RUGGED TRAVEL
HOMESTAY
LANGUAGE
TREKKING
STUDY
LEARNING SERVICE
ENVIRONMENTAL & SOCIAL JUSTICE
INDEPENDENT STUDY PROJECT
SPIRITUAL TRADITIONS
1905 15th Street #4129, Boulder, CO 80306
Phone: 303.413.0822
OR
800.982.9203 | Email: info@wheretherebedragons.com
WWW.WHERETHEREBEDRAGONS.COM/STUDENTS Certified B Corporations are businesses that meet the highest standards of verified accountability, transparency, and social and environmental performance.
FOCUS OF INQUIRY