College Study Abroad Catalog - Where There Be Dragons (2017-18)

COLLEGE STUDY ABROAD THE LEADER IN CROSS-CULTURAL + EXPERIENTIAL EDUCATION SINCE 1993

COVER Alexa Boghosian; THIS PAGE Ryan Gasper

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BACK COVER Dragons Photo Archives, Christine Tsai, David Haffeman, Benjy Renton

CONTENTS ABOUT DRAGONS WHO WE ARE

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OUR STORY

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WHAT WE DO

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HOW WE ARE DIFFERENT

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PROGRAMMING SPECIFICS ACADEMIC CREDIT

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PROGRAM COMPONENTS

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PROGRAMS CHINA: MOUNTAINS, DESERTS & MEGACITIES

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INDIA: MOSAIC OF CULTURE & CONTRASTS

16-17

NEPAL: PASSAGES AND PEAKS OF THE HIMALAYA

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SOUTH AMERICA: THE SPIRIT OF THE ANDES

20-21

RESOURCES RISK MANAGEMENT

MAPMAKERS ONCE DREW DRAGONS TO REPRESENT LANDS UNKNOWN. BOLD EXPLORERS WHO VENTURED BEYOND THE MAP’S EDGE WERE SAID TO GO

“ where there be dragons ”…

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PARTNERSHIPS

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FAQs

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COSTS & FINANCIAL AID

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ADMISSIONS

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C O N TA C T P HONE 303.41 3.0 8 22 EMAI L INFO@WHERETHEREBEDRAGONS.COM FAX 303.41 3.0 8 57 MAI L

3200 Carbon Place #102, Boulder, CO 80301

W EB

WHERETHEREBEDRAGONS.COM/COLLEGE

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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

LEFT PAGE Parker Pflaum

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RIGHT PAGE Annie Jiao

WHO WE ARE W H E R E T H E R E B E D R AG O N S I S A CO M M U N I T Y O F B O L D E D U C ATO R S .

We are dedicated to facilitating international education because we believe future leaders will be required to think beyond borders. We guide students to the map’s edge, provide them with essential skills and knowledge, and invite them to build relationships that foster understanding and empathy across cultures.

Our programs are designed to help study abroad students develop the regional knowledge, self-awareness, and intercultural competencies to be active global citizens.

O U R S TO RY O U R S TO RY B E G I N S O N A S T R E E T M E D I A N I N B E I J I N G I N T H E W I N T E R O F 1 9 8 8 . . .

Coal smoke blanketed the city. Dragons founder, Chris Yager, remembers standing alone

Today, Where There Be Dragons offers

that day, mesmerized by tens of thousands of bicyclists. They didn’t smile and they didn’t

programs in 19 countries. Our programs have

make a sound: a mass of humanity commuting to work in the smog of an industrial, closed

evolved, but we still follow the same essential model as we

society. He remembers wondering what he wasn't seeing—what was beyond the faces of the

did in 1993: we empower instructors to bring their vision and expertise to a dynamic program

people who pedaled by. What kinds of conversations were out there that could bridge gaps in

design; and through small-groups and meaningful engagement, we discover knowledge in

understanding? How does one create dialogue to discover shared hopes and aspirations?

places of exceptional beauty.

How does one go about problem-solving shared needs?

We are committed to working with inspired students. Participants join us from across the In that moment, the idea of Dragons was born. After five years of research and program

US and beyond. We have a robust scholarship program to meet the needs of enthusiastic

development, Dragons launched its first programs in 1993. In the years since, more than a

students who may not otherwise be able to study with us. At Dragons, we work with students

thousand educators have come together to inform the learning experiences that represent our

who are comfortable being uncomfortable and who are willing to get dirty for the sake of

current programming.

learning and discovery.

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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 , Why We Travel

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PHOTO Michael Woodard

W H AT W E D O T H E R E A R E M A N Y WAYS TO B E A S T U D E N T.

There’s been a growing dialogue about the value of an education in the 21st century.

We carry only the essentials that fit into our backpacks, live with host families in both rural

Students and educators are increasingly asking for concrete sets of “global competencies”

and urban environments, and explore the wilderness in intentional ways. Dragons students

and leadership skills before they join the workforce, or before they take on myriad global

have lectures and classes in unconventional places alongside a small group of peers, and our

challenges that can only be addressed from a place of experience and empathy.

instructors collectively prioritize opportunities for students to fine-tune key language and travel skills.

In our experience, it’s hard to gain these skills in a traditional classroom alone. We are here to provide you with an alternative approach to a college semester. Our instructors draw

Students engage in both stationary and dynamic programming. Programs typically

on language fluency, personal connections, and place-based expertise to give our students

settle into a base community to focus on immersion and cultural exploration and then move

unparalleled engagement with communities. Dragons staff attend to program safety and

through the countryside to experience the diversity and breadth of the country as a whole.

quality, but are also deeply invested in establishing strong mentor relationships with students.

The travel experiences embedded into our curriculum are undertaken as a group and are

This mentorship supports students as they make meaning out of experiences abroad and has

more than simple excursions. Dragons travels to communities with whom we have developed

a powerful impact on academic and personal growth. Often students are drawn to Dragons

deep relationships in order to facilitate intimate interactions, often in remote locations. Our

because they are interested in exploring low-profile travel, authentic glimpses of daily life

approach to study abroad is to deliver rigorous learning in unlikely settings.

abroad, engaging in learning-by-doing, or benefiting from the mentorship exclusive to a small Dragons programs are imperfect. These are dynamic and adventuresome programs wherein

group dynamic.

academic studies come alive in unpredictable ways, allowing us to better know ourselves Dragons programs are rugged. We believe in low-impact travel, and that means minimizing

and the world we live in. We cannot foretell exactly what skills you need to succeed in your

both our environmental and cultural impact at every possible juncture. On program, we opt for

future, but we’re willing to hedge our bets that a foreign language, a well-worn passport, and a

local—not private—transportation and pile into train cars and buses along with everyone else.

healthy dose of life experience will serve you well.

GOING WHERE THERE BE DRAGONS TAKES CURIOSITY. WE GO THERE...

will you?

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HOW WE ARE DIFFERENT D R AG O N S C O L L E G E S T U DY A B R OA D P R O G R A M S A R E …

BOLD

E N G AG I N G

AG I L E

We go where other study abroad programs don't. Whether

Our academic courses utilize learner-centered pedagogy

No two Dragons courses are the same. The world is

trekking in the snow-capped peaks of the Andes or drinking

and our instructors skillfully transform daily activities into

constantly changing and we believe our programs should too.

chai along the ghats of Varanasi, Dragons takes students to

opportunities for meaningful discussion, challenge, and

We do not sub-contract programs to in-country operators or

places seldom visited by tourists. We've fine-tuned our risk

growth. This process, in addition to more traditional lectures

use recycled itineraries. We carefully construct each program

management systems to support academic programming in

and structured projects, provides students with ample

from the inside-out. Months before program departure, our

places that are often challenging to navigate as an individual.

opportunities to cultivate self-awareness, practice leadership

staff builds a program itinerary based on the instructor

Our program design, implementation, and academic

skills, and explore what it means to be a global citizen.

team's personal in-country connections and experience, as

offerings utilize place-based learning and offer students

Dragons programs are well-rounded and employ the

well as the specific ambitions of their student group. This

the opportunity to do more, see more, learn more, and

following nine program components to ensure a meaningful

approach to planning ensures the student experience is at

experience the world in intimate and meaningful ways.

experience: rugged travel, homestays, language study,

the center of our programming. Dragons students enjoy a

trekking, learning service, development studies, Independent

customized experience, with a flexible, fresh itinerary that

Study Projects (ISPs), comparative religion & philosophy, and

brings a high degree of authenticity and meaning to each

Focus of Inquiry (FOI).

student's experience.

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 S C OT T N E W M A N

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PHOTO Photo from Dragons archives

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PHOTO Photo from Dragons archives

ACADEMIC CREDIT M A K E T H E M O S T O F YO U R S E M E S T E R A B R OA D.

Building on Dragons 25+ years of implementing experiential and cross-cultural educational programs, College Study Abroad students complete one semester of college-level coursework while also developing essential language competence, regional knowledge, research experience, and leadership skills.

COURSES College Study Abroad students enroll in 12-16 semester credits, depending on personal preference and home school requirements. Our targeted curriculum offers four courses (4 credits each) during the semester, allowing students to take a regular semester course load. These academic offerings have been carefully designed with the support of our School of Record..

RS Regional Seminar

ISP Independent Study Project (ISP)

ANTH 250; 4 credits

ISP 325; 4 credits

This course provides students with a background in regional history and politics that is specific

Each student conducts an in-depth study on a subject of their choice with the support of

to each host-country. Course topics may include public health policy, resource management,

an academic advisor and local mentor. Students build key ethnographic research skills and

economic development, law, gender rights, human rights, and popular culture.

practice working in cross-cultural partnerships.

C

Contemplative Intercultural Development & Leadership

ANTH 211; 4 credits

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Language Study

CHIN 150/250/350, HIND 150/250/350, NPL 150/250/350, SPAN 150/250/350; 4 credits

Drawing from culturally diverse models of leadership and epistemology, this course examines

Depending on the program location, students can enroll in a Mandarin, Hindi, Nepalese, or

topics such as intercultural and interpersonal communication skills, various leadership styles,

Spanish language course. Students participate in language lessons which focus on increasing

and the roles and responsibilities of global citizenship.

verbal competency, building vocabulary, and improving grammar.

SYLLABI Syllabi are created for each course by faculty and reviewed by our School of Record. Individual course syllabi are available online.

TRANSCRIPTS AND SCHOOL OF RECORD After a student successfully completes a Dragons College Study Abroad program, a transcript is issued by Dragons School of Record and is sent to the student’s home institution.

Dragons College Study Abroad Programs work in partnership with Naropa University in Boulder, Colorado. Naropa University is a liberal arts university that offers undergraduate and graduate programs. Naropa University is accredited by the Higher Learning Commission and serves as Dragons School of Record.

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Dragons pushed the boundaries of what I thought I could endure and accomplish.

It was my first wake up call to explore beyond my comfort zone and immerse myself in every moment.

—CHRIS TEMPLE

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PROGRAM COMPONENTS T H E B U I L D I N G B LO C K S O F E V E RY P R O G R A M .

We adventure, we explore, we learn... A Dragons College Study Abroad Program is designed to be a fully immersive experience. In addition to the for-credit academic courses offered on each program, we also employ nine program components that weave their way throughout the design of the semester to ensure a well-rounded experience.

R U G G E D T R AV E L

LEARNING SERVICE

C O M PA R AT I V E R E L I G I O N & P H I LO S O P H Y

Dragons students are travelers not tourists. We respect

We take pride in learning first and service second. Students use

In each place we visit, we consider how local spiritual

cultural norms by staying in family-owned accommodations

a framework to listen, assess, evaluate, and act when engaging

beliefs are used to interpret reality. Students explore the

and taking local transportation. The most profound learning

in any service activity. We don’t measure success by the

belief systems of the host culture while living with homestay

moments often arise in the spaces in between, and traveling

number of ‘service hours’ logged, but rather by the number

families, visiting religious monuments, observing local rituals,

alongside locals creates space for un-orchestrated moments

of critical conversations such an engagement provokes.

and reading relevant texts.

of engagement.

H O M E S TAY S

D E V E LO P M E N T ST U D I E S

FOCUS OF INQUIRY (FOI)

Dragons students are matched 1:1 with a local family.

Each program explores questions central to conversations

Every Dragons course has an academic focus of inquiry

Students live within close proximity to one-another, allowing

about development. Students learn from local activists

which is explored in the Regional Seminar course and

them to build meaningful connections both within the host

and use local examples to prompt discussion. Students are

through other program activities. This allows students to

community and the group. Families are selected based

encouraged to challenge their assumptions and expand their

delve into specific local issues such as the impacts of climate

on their enthusiasm for cross-cultural engagement and a

understanding of what it means to be 'developed.'

change, imperial and modern history, or the core tenets of

comprehensive safety assessment.

Buddhism.

L A N G UAG E ST U DY Mandarin, Nepalese, Hindi, or Spanish: all Dragons programs

I N D E P E N D E N T ST U DY P R OJ E C TS ( I S P s)

TREKKING

Each student is paired with a local mentor and studies an

Some Dragons students hike over 16,000ft passes in the

include language instruction at a variety of proficiency levels.

intellectual question or artisan craft. ISPs allow students to

Andes; others camp along the Great Wall. Wherever the

Courses focus on language skills which enable students to

tailor the program to meet their specific interests. With topics

trek, Dragons Instructors guide students into the wilderness,

deftly navigate a new cultural context. Few skills do more to

that range from traditional dance to the impacts of mining,

exposing them to the pristine beauty of nature. Included

empower students to be independent global citizens.

ISPs help develop place-based expertise and ethnographic

below is the average amount of trekking for each program:

research skills.

China = 5+ days, India = 10+ days, Nepal = 15+ days, South America = 13+ days

PHOTOS TOP Photo from Dragons archives; Erik Jenkins-Sahlin; Photo from Dragons archives MIDDLE Photo from Dragons archives; Julianne Chandler BOTTOM Ella Williams; Tom Pablo; Christy Sommers

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 / C O L L E G E

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RUSSIA

CHINA

MONGOLIA

BEIJING XI’AN

CHINA

3-Month College Study Abroad Program

CHENGDU

KUNMING

INDIA

M O U N TA I N S , D E S E R T S & MEGACITIES

HONG KONG

EXPLORE THIS DYNAMIC AND EVER-CHANGING LANDSCAPE. Dragons College Study Abroad semester in China does more than introduce the contemporary China that is seen in the country’s burgeoning cities. Our program takes us deep among China’s various demographics, allowing us to learn across disparate landscapes. Strong language curriculum and a comprehensive, inter-disciplinary exploration of modern Chinese history and economic development, society, and cultural traditions are combined with travel and trekking opportunities around the country.

Located southeast of the Tibetan Plateau, Kunming serves as our home for a significant portion of the program. From this “city of eternal spring” we explore topics such as minority relations, economic reforms and development, environmental

DATES

AGES

Jan. 24 – May 9 Aug. 29 – Dec. 12

18+

concerns, and China’s rich history. While in Kunming, students live with Chinese host families and gather daily at the Dragons Program House for Chinese language study and to participate in lectures given by visiting scholars.

In addition to our time in Kunming, the College Study

OVERVIEW

Immerse yourself in Chinese culture and develop a broad understanding of the drivers and challenges confronting the world’s second largest economy.

PROGRAM COMPONENT EMPHASIS

Abroad semester includes travel segments, with options to sink deep into Central Asian culture in China’s northwestern provinces, traverse the dramatic valleys of the Hengduan Mountains in Northwestern Yunnan, or connect with remote and historic Tibetan Buddhist Monasteries. With a broad curriculum designed to explore both thriving urban centers

HOMESTAY

DEVELOPMENT STUDIES

LANGUAGE STUDY

and rural villages, this program offers an unparalleled comprehensive overview of today’s China.

THIS PAGE Parker Pflaum

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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 / P R O G R A M / S T U D Y - A B R O A D - C H I N A

RIGHT PAGE Erik Jenkins-Sahlin

ACADEMICS

4 Courses • 12–16 Semester Credits

RS Regional Seminar: China in Transition ANTH 250; 4 credits This course provides students with a background in modern Chinese history, setting the stage for understanding the social issues facing China. Topics explored through lectures and guest speakers include history, education, public health, environment, civil society, economic development, and human rights.

C

Contemplative Intercultural Development

and Leadership ANTH 211; 4 credits Drawing on a broad range of models, students in this course explore themes of international and personal interdependence.

Students study leadership styles, intercultural communication, and global citizenship.

ISP Independent Study Project (ISP) ISP 325; 4 credits In this course, each student conducts an in-depth study on a subject of their choice with the support of a local mentor.

Typical ISP projects include: in-depth study of calligraphy, martial arts, traditional Chinese medicine, or the role of women in modern China.

L

Mandarin Language

Study Level I, II & III CHIN 150/250/350; 4 credits Students participate in Mandarin classes which focus on increasing vocabulary,

“Throughout the course, my understanding of culture shifted dramatically. Never had I been so exposed to authentic traditions... I had never really thought about culture in such a concrete and applicable way. I never saw it in such a pure form. I now see the beauty in these independently developed customs and traditions and the need to perpetuate this richness.”

— N O A H S E LT Z E R

improving grammar and pronunciation, and learning to read and write Chinese characters. Experiential activities supplement formal classroom instruction.

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CHINA LEH

INDIA

TIBE T

PA K I S TA N NEW DELHI

NEPAL VAR ANASI B O D H G AYA

M O S A I C O F C U LT U R E & CONTRASTS 3-Month College Study Abroad Program

KO LK ATA

INDIA

ONE CANNOT UNDERSTAND INDIA FROM A CLASSROOM; it’s a land of color and contrasts, too vast and diverse to summarize without all five senses engaged. Our College Study Abroad India semester splits its time between two visions of India: Varanasi, the holy Hindu city on the Ganges River, and Ladakh, a Tibetan Buddhist region high in the Himalaya.

While this program engages in travels to the India Himalaya and Bodhgaya among other places, it is our extended stay in Varanasi that frames the program. In Varanasi, study abroad students live in homestays and meet daily for classes and discussions. We learn Hindi from an experienced local teacher, and host guest lecturers from Banaras Hindu University and the surrounding community. Students visit

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Jan. 24 – May 9 Aug. 29 – Dec. 12

18+

shrines and ancient mosques where the faithful are called to prayer. Those who wish can begin each day with a facilitated yoga practice at our program house.

As part of the academic course studies, students also have the chance to explore some of the subcontinent's

OVERVIEW

Build Hindi language proficiency, immerse yourself in the spiritual fire of Varanasi, learn from Buddhist monks and other scholars, and trek in the Himalaya.

PROGRAM COMPONENT EMPHASIS

most venerated and least-known places. From travels to the Bodhi Tree and Temple at Bodhgaya, where the Buddha attained enlightenment, to traditional local villages rarely visited by Westerners, students see the scope of what it means to live in India in the 21st century. Throughout the program, we study modern India’s struggles and progress

HOMESTAY

COMPARATIVE RELIGION

ISPs

with gender, religion, caste, social justice, development, and environmental issues.

THIS PAGE Aaron Slosberg

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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 / P R O G R A M / S T U D Y - A B R O A D - I N D I A

RIGHT PAGE Christy Sommers

ACADEMICS

4 Courses • 12–16 Semester Credits

RS Regional Seminar: Life Along the Ganges River ANTH 250; 4 credits This course provides students with an introduction to the cultures and traditions along the Ganges River. A focus is placed on such topics as the role of women, economic issues of the caste system, environment, public health, education, and spiritual traditions.

C

Contemplative Intercultural

Development and Leadership ANTH 211; 4 credits Drawing on a broad range of models, students in this course explore themes of international and personal interdependence. Students study leadership styles, intercultural communication, and global citizenship.

ISP Independent Study Project (ISP) ISP 325; 4 credits In this course, each student conducts an in-depth study on a subject of their choice with the support of a local mentor.

Typical ISP projects include: environmental issues faced in Varanasi, yoga, Ayurvedic medicine, or the arts: jewelry, sitar, traditional dance, or tabla.

L

Hindi Language Study Level I, II & III

HIND 150/250/350; 4 credits With a focus on conversational Hindi and practical language skills, language lessons include grammar, vocabulary

“The time I was given to discover a more mindful version of myself, whether through exploration or reflection, was priceless.”

— FA I T H A N N E F E R G U S O N

development, and the history of the language. Students also learn to both read and write the Hindi script.

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CHINA

N E PA L PA S S AG E S A N D P E A K S O F T H E H I M A L AYA

TIBE T NEPAL POKHARA

L A N G TA N G K AT H M A N D U

KANCHENJUNGA

3-Month College Study Abroad Program

BHUTAN

OVER TIME, NEPAL HAS DRAWN THE MOST INTREPID OF TRAVELERS, MOUNTAINEERS, ANTHROPOLOGISTS, INDIA

LINGUISTS, AND SPIRITUAL ASPIRANTS. The Kathmandu Valley was once only accessible by those brave enough to cross the jungles in the south or the snowy passes of the Himalaya.

In a land of deep traditions, this College Study Abroad program explores the diversity of Nepal while also delving into themes of social justice, development, and leadership in an intercultural context. Academic courses, as well as a deliberate skills progression throughout the semester, provide depth and breadth to this program.

The backdrop for this program in Nepal is the medieval town of Patan, one of the three original kingdoms of the Kathmandu Valley. Our time in this community of cobble-

DATES

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Jan. 24 – May 9 Aug. 29 – Dec. 12

18+

stoned streets and brightly adorned shops is characterized by homestays, intensive Nepali language instruction, exposure to local scholars, and the development of Independent Study Projects.

Our journey also takes us to the surrounding hills where

OVERVIEW

In the shadow of the Himalaya, explore the intersection of cultural heritage and religious traditions with themes of urbanization and nation-building.

PROGRAM COMPONENT EMPHASIS

we explore the traditions of a rural community nestled in the shade of the Annapurna Mountains. While camped below snow-capped peaks, students explore the indigenous cultures that inhabit these extreme environs, guided by reflective tools received during a Buddhist meditation retreat. Students engage deeply with local families in Nepal, become proficient in Nepali

TREKKING

COMPARATIVE RELIGION

DEVELOPMENT STUDIES

language, cultivate more self-awareness, and emerge as more informed global citizens.

THIS PAGE Catherine Van Holt

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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 / P R O G R A M / S T U D Y- A B R O A D - N E P A L

RIGHT PAGE Photo from Dragons archives

ACADEMICS

4 Courses • 12–16 Semester Credits

RS Regional Seminar: Diversity in the Himalaya ANTH 250; 4 credits This course presents an overview of one of the most ethnically diverse regions of the world. Topics examined include the environment, public health, education, human rights, caste, and womens' issues. Students are provided with an extensive introduction to Hinduism and to Mahayana Buddhism.

C

Contemplative Intercultural

Development and Leadership ANTH 211; 4 credits Drawing on a broad range of models, students in this course explore themes of international and personal interdependence. Students study leadership styles, intercultural communication, and global citizenship.

ISP Independent Study Project (ISP) ISP 325; 4 credits In this course, each student conducts an in-depth study on a subject of their choice with the support of a local mentor.

Typical ISP projects include: environmental issues, Tibetan medicine, the yogic tradition, or arts: mask carving, folk dance, thanka painting, or sitar.

L

“One of the things I have realized from my time in Nepal is how much I enjoy living at the edges of what I know. Every day I constantly use absolutely as much Nepali as I can, find myself in situations where it’s just me against a challenge, and it’s when I can feel confident in those situations and overcome them—awkwardness in a homestay, a mountain, Nepali language barriers—that I feel the happiest.”

— E M I LY B A K E R

Nepali Language Study Level I, II & III

NPL 150/250/350; 4 credits With a principal focus on conversational Nepali and practical language skills, language lessons include grammar, vocabulary development, and the history of the language.

Students also gain a basic understanding of the Nepali script.

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SOUTH AMERICA

BR A ZIL

PERU

SACRED VALLE Y

THE SPIRIT OF THE ANDES PUERTO MALDONADO

CUSCO

O CO N G ATE

3-Month College Study Abroad Program HIKE TO THE EDGE OF RECEDING GLACIERS AT

CORDILLERA REAL

17,000 FEET. Get your hands dirty with traditional agricultural

L A PA Z COCHABAMBA

BOLIVIA SUCRE

POTOSÍ

practices on the sparkling shores of Lake Titicaca. These are just a couple of the many classrooms encountered on this College Study Abroad program in Bolivia and Peru. Through academic courses, the program explores the diversity of the Central Andes and Upper Amazon while delving first-hand into themes of social justice, indigenous rights, environmental

CHILE

conservation, and political leadership.

The backdrop for the semester is the tranquil agricultural town of Tiquipaya in Central Bolivia. Here, students live with local families, largely of Quechua descent. Our time is characterized by intensive Spanish language instruction, exposure to local issues, and Independent Study Projects. In

DATES

AGES

Jan. 24 – May 9 Aug. 29 – Dec. 12

18+

the twin cities of La Paz and El Alto, we partner with local organizations. Heading into the mountains, we camp alongside alpine lakes and witness the delicate transition between the high Andes and tropical forests below. In Peru, our time is highlighted by dramatic mountain landscapes, exposure to

OVERVIEW

Examine social movements, indigenous identity, and environmental conservation efforts in the mountains and jungles of Bolivia and Peru while deepening language skills and connecting with local communities.

PROGRAM COMPONENT EMPHASIS

remote indigenous communities, and a deeper understanding of development trends in southeastern Peru.

Our journey takes us to remote indigenous communities tucked within the folds of time, where community leaders grapple with the destabilizing effects of development and modernization. Along the way, our integrated academic curriculum guides students as they engage with pressing

RUGGED TRAVEL

TREKKING

LANGUAGE STUDY

regional issues and develop skills in leadership, self-awareness, and cultural competency.

THIS PAGE Ryan Gasper

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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 / P R O G R A M / S T U D Y- A B R O A D - B O L I V I A - P E R U

RIGHT PAGE Vanessa Luna

ACADEMICS

4 Courses • 12–16 Semester Credits

RS Regional Seminar: Tradition, Change & Cultural Resilience ANTH 250; 4 credits This course is designed to immerse students in the myriad cultures of the Andes and Amazon and their relationship to the land. Students study issues of racial and social conflicts, sustainable development, human rights, globalization, and themes related to the impact of colonialism on indigenous cultures.

C

Contemplative Intercultural

Development and Leadership ANTH 211; 4 credits Drawing on a broad range of models, students in this course explore themes of international and personal interdependence. Students study leadership styles, intercultural communication, and global citizenship.

ISP Independent Study Project (ISP) ISP 325; 4 credits In this course, each student conducts an in-depth study on a subject of their choice with the support of a local mentor. Typical ISP projects include: sustainable agricultural techniques, Andean folk weaving, or learning to play the charango.

L

Spanish Language Study Level I, II & III

SPN 150/250/350; 4 credits

“Absolutely incredible. The most wholesome, frustrating, nourishing, enriching study abroad program. This journey came full circle, and the experiences we had on our own, as a group and within Bolivia and Peru seemed to be exactly what we all needed.”

— F A R I D A H N D I AY E S

Designed to focus on accelerating conversational Spanish abilities, this course is focused on the practical use of spoken Spanish as well as concepts of grammatical structure.

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RISK MANAGEMENT W E B E L I E V E I N L E A N I N G I N TO R I S K .

At Dragons we challenge our students academically, physically, and emotionally. Our job is to help students embrace those challenges while navigating the associated risks—safely, professionally, and transparently. In our 25+ years of experience in the field, we’ve successfully trained over 1,000 Dragons Instructors and stewarded over 300,000 “in-field” days. Over time, we’ve built Risk Management systems and regional contacts that help us navigate a wide-range of unexpected challenges. With every incident we’ve encountered, we’ve developed a broader understanding of safety issues within a regional context and we’ve worked hard to incorporate our new findings into the pedagogy that currently supports our students' experiences.

T H E R E A R E F O U R F O U N DAT I O N A L A S P E C T S O F O U R R I S K M A N AG E M E N T SYS T E M :

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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 Dragons instructors, who are not originally from the host country, have on average

4+ years of experience living and working in the region. In addition, Dragons works with

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W E H AVE A R OBUST NET WOR K OF I N-COUNT RY R ESOUR C ES Our organization is built on 25+ years of personal connections, and we often

receive word of security issues before they are taken to press. We supplement word-

remarkable in-country instructors who have spent many years working with study abroad

of-mouth updates with reports from the US State Department, the Overseas Security

students. Instructors call on their linguistic fluency, local contacts, and regional expertise

Advisory Council, the World Health Organization, the Center for Disease Control, and

to deftly navigate risk management issues. Instructors are also adept at working with

our insurance provider. As needed, we leverage these contacts to mobilize necessary

students to manage medical issues, should they arise.

resources. We have carefully researched in-country medical facilities and our

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instructors go into the field with comprehensive emergency management tools.

W E P L AC E A P R E M I U M O N 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 coordinate a 2-week staff training focused on wilderness risk

If a student becomes ill, we respond immediately, working with our medical advisor

management, curriculum, student group management, and cross-cultural communication.

to ensure appropriate medical care, and liaising with our evacuation company if it is

This keeps our staff up-to-date with best practices in the field of international education.

determined that a higher level of care is necessary.

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W E H AV E A 2 4 / 7 S U P P O R T T E A M AT H E A D Q U A R T E R S The Dragons Risk Management Team is dedicated to ensuring the highest-quality

I F YO U H AV E Q U E S T I O N S A B O U T D R AG O N S S A F E T Y A N D

international programming, with acute attention to the safety and security of our students,

S E C U R I T Y P O L I C I E S Please don’t hesitate to contact us. We would be more

instructors, and in-country partners. This team is on-call 24/7 for instructors while students

than happy to discuss the finer points of our Risk Management system with you.

are in the field.

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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 /A B O U T - P R O G R A M S / R I S K - M A N A G E M E N T

PA R T N E R S H I P S W E S U P P O R T FAC U LT Y- L E D C U S TO M I Z E D P R O G R A M M I N G .

Our dynamic team of experienced international facilitators can deepen and enhance your faculty-led programs. A Partnership with Dragons unlocks decades of experience designing and implementing challenging and immersive programming abroad, combining the best in classroom and experiential learning. Our course-design process ensures a singularly unique program that specifically addresses your objectives while employing a core curriculum that nurtures holistic student growth in global citizenship, self-awareness, and leadership skills.

W H Y PA R T N E R W I T H D R AG O N S ?

A Greater Level of Engagement Our experienced field-staff collaborate directly with

A Safer Program Pre-course direction

professors and study abroad campus staff to develop original programs. With a pool of more

covers essential logistics and suggestions

than 1,000 field-staff, a year-round presence in many of the countries in which we work, and

for preparing to work within a new

regional Program Houses, Dragons is able to connect students to uniquely-rich learning

cultural context. Dragons instructors

experiences. Our instructors complement the academic expertise of faculty members by

and administrators will often make visits

providing expertly-crafted facilitation and reflection exercises to help connect students to

to partner colleges and universities to

place and self.

build rapport, establish trust, and align expectations. Throughout the program,

Better Value Tourism—the act of journeying to a place for new experience and for pleasure—

instructors maintain regular check-ins with

has its place; at Dragons, however, we provide experiences for the traveler, developing and

students and updates back to our risk management

stewarding meaningful encounters that evince global citizenship. The depth of learning that

team. Should an event occur which requires immediate

we provide has been practiced over 100,000+ student days in the field. These support systems

attention, our instructors are well trained and able to utilize local

and contacts provide deeper learning and more effective programming.

medical resources and our 24/7 on-call emergency response team.

Less Hassle How would you coordinate a homestay in a remote part of the Andes, or

Long-Term Development Our goal is to be a long-time partner for your institution. A strong

arrange a meeting with the Dalai Lama, or source Arabic language instructors, or arrange

alliance includes your faculty providing the classroom education and Dragons providing the

to meet a dissident author in China? With administrators who speak over fifteen languages

complementary intercultural experiential programming. We pride ourselves on dynamism,

and with program histories that span 25+ years, we research, design, and implement learning

professionalism, and communication, and are positioned to grow and adapt to your institution’s

experiences so that home campus faculty and administrators can focus on the educational

needs. Dragons also offers faculty trainings, consulting, and professional development courses to

experience.

further support effective and safe international programming at your institution.

We have worked with Dragons since 2006... The Dragons instructors and facilitators provide a complementary role by bringing experiential pedagogy to help students reflect and process their experiences, as well as solid training in risk management and a depth of experience on the ground.

— H E L E N A K AU F M A N , D I R E C TO R O F O F F - C A M P U S S T U DY CARLETON COLLEGE PHOTO Christy Sommers

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 / P A R T N E R S

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FA Q s E V E RYO N E WA N T S TO K N OW. . .

H O W LO N G H A S D R AG O N S B E E N R U N N I N G S T U DY A B R OA D

W H AT I S A T Y P I C A L DAY L I K E ?

SEMESTER PROGRAMS?

As with Dragons programs in general, the courses offered on our College Study Abroad

Dragons has been running programs since 1993. We have run study abroad semester

programs are dynamic. During extended homestays you can expect regular language

programs which offer college level, for-credit courses since 2001.

classes, several formal lectures or workshops per week for the Regional Seminar, and ample

W H AT A R E T H E Q U A L I F I C AT I O N S O F I N S T R U C T O R S A N D

a day engaging with readings to help understand the context of the region and conducting

FAC U LT Y ?

their own research and writing. While trekking, or in travel-intensive periods of the program,

Instructors: All Dragons instructors must demonstrate a commitment to putting the safety

the workload will become more self-directed and dynamic, including journal assignments,

and well-being of the student first. Staff hired by Dragons must exhibit a high level of

readings, and research.

time to work on an Independent Study Project. Additionally, students spend several hours

conscientiousness and a commitment to the establishment of a positive social environment; be open-minded; be capable of juggling a lot of roles and responsibilities at once; show

W H AT S T E P S D O I TA K E T O T R A N S F E R C R E D I T S T O M Y H O M E

an uncompromising commitment to the safety of others; be committed to working in

INSTITUTION?

cooperation with others; model that they can work with direction while also demonstrating an ability to innovate on the fly. Instructors are hired for their in-depth knowledge of a

Meet with your home institution’s study abroad or academic advisor to understand your school’s process for transferring credit. College and universities have varying processes and

country’s customs and traditions and, in most cases, are fluent in the language of the

policies related to transferring credit from study abroad programs. Prior to your meeting, we

country.

recommend you review the Academics section on each program page of the website in order to be able to share this information with your advisor.

We strive to have a 4 to 1 student to instructor ratio. As a result, no other study abroad program approaches the level of personal attention and mentorship available on a Dragons

All College Study Abroad students take 12-16 credits. Once you have been accepted into the

program. Our instructors challenge students academically and physically, draw them into

program, you will register for your specific courses with Dragons. After successful completion

an unsurpassed community of curious peers, and carefully guide participants through

of the program, grades will be submitted to Dragons School of Record.

transformative experiences that enliven and inform academic pursuits.

W H Y D O E S D R AG O N S S T R U C T U R E P R O G R A M S W I T H DY N A M I C , Faculty: In addition to the qualifications expected of all Dragons instructors, College

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FLEXIBLE ITINERARIES?

Study Abroad Programs are staffed with faculty who teach for-credit college courses.

Dragons never runs a cookie-cutter program. Each experience is organic and new, with

These faculty are either Dragons instructors with a Master’s degree or PhD or local

administrative members, instructor teams, and students working together to craft a unique

experts in the field of study, from seasoned language instructors for the Language Study

focus and direction for the program. Most importantly, a flexible itinerary can effectively

course to local academics for the Regional Seminar. Dragons faculty possess a rich

respond to specific concerns as they pertain to political realities, group health, and other

blend of extensive academic training, unique life experience, and field-based teaching

unforeseen circumstances. By not being locked-in to a particular schedule, our groups are

skills. Whether working for local and transnational NGOs, conducting primary field

able to respond to the shifting on-the-ground situations in the places we host programs. In

research in remote communities, or founding their own organization abroad, all share one

addition, this dynamism allows our groups to move at their own pace to react to personal

similar quality: the desire to provide students with the most complete and exceptional

and group interests, and to take advantage of the learning opportunities that accompany the

educational experience possible.

unexpected.

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 /A B O U T - P R O G R A M S / F A Q

Everyone with any amount of curiosity should travel. As a Dragons course instructor I feel we are not only introducing a new place to students, but we are showing them it's our duty to travel, to understand other cultures, and to create an understanding of the world around us. We are showing them we can learn more by getting out in the world, than we learn in the four walls of our classrooms. — M A N DY H A M M O N D

PHOTO Keaton Smith

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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 SWIFT

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PHOTO Michaela O'Connor

COSTS & FINANCIAL AID

FINANCIAL AID

TUITION & FEES

If you would like to use federal financial aid

Students can take 12-16 credits during the semester abroad. The total program cost varies based on the number of credits

for your College Study Abroad program,

students choose to enroll in during the term. Tuition and fees vary from program to program. Visit our website for the most

you should:

up-to-date information on program fees.

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TUITION & FEES INCLUDE:

Contact your home institution’s federal

financial aid office and complete your

• 12-16 credits and a transcript from Dragons School of Record

FAFSA form for the appropriate academic

• All program-organized travel in the host-country

year.

• Pre-departure preparation and in-country orientation

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• All accommodations and most meals • Supplementary lectures and special events

Reach out to your home institution's

financial aid office and ask them if your federal, state, and/or institutional aid

SCHOLARSHIPS

package is transferable to a Dragons

Dragons is committed to making College Study Abroad programs financially accessible through the offering of scholarships.

program.

Dragons offers need-based partial scholarships to many students each year. We continually strive to increase our ability to offer scholarships and make our programs available to any student who is appropriate, regardless of tuition costs. For more information, please visit our website: www.wheretherebedragons.com/students/admissions/scholarships-financial-aid

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Ask your study abroad advisor if your

home institution requires a contractual or consortium agreement with Dragons School of Record. If so, please contact Dragons about applicable deadlines.

ADMISSIONS

INTERESTED STUDENTS SHOULD:

ELIGIBILITY

Review program options and choose a

Students who participate on a Dragons Study Abroad Program come from different backgrounds, universities/colleges, and

location to apply to.

areas of interest. Eligible participants should have completed at least one semester of post-secondary study, be 18 years or older, have a minimum GPA of 2.5 (on a 4.0 scale), and be interested in taking part in an dynamic semester abroad.

Meet with your study abroad advisor on your home campus.

A P P L I C AT I O N P R O C E S S Dragons operates with a rolling admissions process. We recommend submitting your application as early as possible, as each program is limited to a small group of students. You should try to submit your application 3-5 months prior to the program start

Apply online and submit the program deposit.

date in order to leave ample time for pre-departure preparations such as obtaining visas and inoculations.

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 / C O L L E G E

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China | India | Nepal | South America

There are people who live their lives for adventure, exploration and knowledge… people who are willing to venture into the unknown for the sake of discovery.

For those people, we offer incredible experiences. We hope you are one of them.

PHONE: 303.413.0822 | EMAIL: INFO@WHERETHEREBEDRAGONS.COM | FAX: 303.413.0857 3200 Carbon Place #102, Boulder, CO 80301

WWW.WHERETHEREBEDRAGONS.COM/COLLEGE