COLLEGE STUDY ABROAD THE LEADER IN CROSS-CULTURAL + EXPERIENTIAL EDUCATION SINCE 1993
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Cover: Aaron Slosberg This spread: Ryan Gasper Back cover: Photo from Dragons archives; Christine Tsai; David Haffeman; Benjy Renton
CONTENTS About Dragons WHO WE ARE
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OUR STORY
5
WHAT WE DO
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HOW WE ARE DIFFERENT
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Programming Specifics ACADEMICS
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PROGRAM COMPONENTS
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Semester Programs CHINA: MOUNTAINS, DESERTS & MEGACITIES
14–15
INDIA: MOSAIC OF CULTURE & CONTRASTS
16–17
NEPAL: PASSAGES AND PEAKS OF THE HIMALAYA SOUTH AMERICA: THE SPIRIT OF THE ANDES
18–19 20–21
Summer Programs CHINA: LANGUAGE & CULTURAL EXPLORATION
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BOLIVIA: LANGUAGE & CULTURAL EXPLORATION
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Resources
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 ”…
RISK MANAGEMENT
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FAQs
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COSTS & FINANCIAL AID
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ADMISSIONS
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PARTNERSHIPS
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Phone 303.413.0822 Fax 303.413.0857 Email INFO@WHERETHEREBEDRAGONS.COM Mail
741 PEARL STREET, BOULDER CO, 80302
Web WHERETHEREBEDRAGONS.COM/COLLEGE 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
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Left: Parker Pflaum Right: 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
Where There Be Dragons operates in 20
that day, mesmerized by tens of thousands of bicyclists. They didn’t smile and they didn’t
countries. Our programs have evolved, but
make a sound: a mass of humanity commuting to work in the smog of an industrial, closed
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
people who pedaled by. What kinds of conversations were out there that could bridge gaps in
vision and expertise to a dynamic program design;
understanding? How does one create dialogue to discover shared hopes and aspirations?
and through small groups and meaningful engagement, we
How does one go about problem solving shared needs?
discover knowledge in places of exceptional beauty.
In that moment, the idea of Dragons was born. After five years of research and program
We are committed to working with inspired students. Participants join us from across the
development, Dragons launched its first programs in 1993. In the years since, more than a
US and beyond. We have a robust scholarship program to meet the needs of enthusiastic
thousand educators have come together to inform the learning experiences that represent
students who may not otherwise be able to study with us. At Dragons, we work with students
our current programming.
who are comfortable being uncomfortable and who are willing to get dirty for the sake of 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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This page: 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.
and urban environments, and explore the wilderness in intentional ways. Dragons students
Students and educators are increasingly asking for concrete sets of “global competencies”
have lectures and classes in unconventional places alongside a small group of peers, conduct
and leadership skills before they join the workforce, or before they take on myriad global
research and academic inquiry in multiple parts of the host country, and our instructors
challenges that can only be addressed from a place of experience and empathy.
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
Students engage in both stationary and dynamic programming. Programs typically settle
to provide students with an alternative approach to a college study abroad experience. Our
into a base community to focus on immersion and cultural exploration and then move through
instructors draw on language fluency, personal connections, and place-based expertise to give
the countryside to experience the diversity and breadth of the country as a whole. The travel
students unparalleled engagement with communities. Dragons staff attend to program safety
experiences embedded into our curriculum are undertaken as a group and are more than
and quality, but are also deeply invested in establishing strong mentor relationships with
simple excursions. Dragons travels to communities with whom we have developed deep
students. This mentorship supports students as they make meaning out of experiences abroad
relationships in order to facilitate intimate interactions, often in remote locations, and our
and has a powerful impact on academic and personal growth. Often students are drawn to
academics continue to be delivered as we move through the host country. Our approach to
Dragons because they are interested in exploring low-profile travel, authentic glimpses of daily
study abroad is to deliver rigorous learning in unlikely settings.
life abroad, engaging in learning-by-doing, or benefiting from a small group dynamic. Dragons programs are imperfect. These are dynamic and adventuresome programs wherein Dragons programs are rugged. We believe in low-impact travel, and that means minimizing
academic studies come alive in unpredictable ways, allowing us to better know ourselves and
both our environmental and cultural impact at every possible juncture. On program, we opt for
the world we live in. We cannot foretell exactly what skills students need to succeed in their
local—not private—transportation and pile into train cars and buses along with everyone else.
future, but we’re willing to hedge our bets that a foreign language, a well-worn passport, and a
We carry only the essentials that fit into our backpacks, live with host families in both rural
healthy dose of life experience will serve them well.
GOING WHERE THERE BE DRAGONS TAKES CURIOSITY. WE GO THERE...
will 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 / C O L L E G E
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H OW W E A R E D I F F E R E N T 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 … BOL D
E NG AG ING
AGI LE
We go where other study abroad programs don't. Whether
Our academic courses utilize learner-centered pedagogy
No two Dragons experiences 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 the Ganges, Dragons takes students
opportunities for meaningful discussion, challenge, and
We do not sub-contract programs to in-country operators or
to places seldom visited by tourists. We've fine-tuned our risk
growth. These processes provide students with ample
use recycled itineraries. We carefully construct each program
management systems to support academic programming in
opportunities to deepen regional knowledge, cultivate self-
from the inside-out. Months before departure, our staff builds
places that are often challenging to navigate as an individual.
awareness, hone leadership skills, develop greater language
a program itinerary based on the instructor team's personal
Our program design, implementation, and academic
competence, and explore what it means to be a global
in-country connections and experience, the academic goals
offerings utilize place-based learning and offer students
citizen. Dragons programs are well-rounded and employ the
of the program, and the specific ambitions of the student
the opportunity to do more, see more, learn more, and
following nine program components to ensure a meaningful
group. This approach to planning ensures the student
experience the world in intimate and meaningful ways.
experience: rugged travel, homestays, language study,
experience is at the center of our programming. Dragons
trekking, learning service, development studies, Independent
students enjoy a customized experience, with a flexible,
Study Projects (ISPs), comparative religion & philosophy, and
fresh itinerary that brings a high degree of authenticity and
Focus of Inquiry (FOI).
meaning to each 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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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
This page: Photo from Dragons archives
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This page: Photo from Dragons archives
AC A D E M I C S M A K E T H E M O S T O F YO U R S T U DY A B R OA D. Building on Dragons 25+ years of implementing experiential and cross-cultural educational programs, College Study Abroad Programs offer students the opportunity to earn academic credit while also developing essential language competence, regional knowledge, research experience, and intercultural understanding. College Study Abroad students enroll in 12–16 credits (semester) or 4–credits (summer), depending on personal preference and home school requirements. Dragons programs typically offer four courses (4 credits each) during the semester, with offerings varying based on student interest and faculty availability. Included below is a overview of possible course options:
Regional Seminar
Language Study
Intercultural
Independent Study Project
Intercultural Development
ASIA/GLOS 310, ASIA/GLOS 320, ASIA/
CHIN/HIND/NPL/SPAN
Communication
(ISP): Methods and Application
and Global Citizenship
GLOS 330, LAS/GLOS 340; 4 credits
150, 250, or 350; 4 credits
COMM: 301; 4 credits
ANTH/ISP 325; 4 credits
GLOS 211; 4 credits
This course provides students
Student enroll in a Mandarin,
This course provides an
This course is focused on
Drawing from culturally
with a background in regional
Hindi, Nepali, or Spanish language
in-depth understanding of essential
providing students with a basic
diverse models of leadership
history and politics that is specific
course. Language lessons focus
intercultural communication theories
understanding of ethnographic
and epistemology, this course
to each host country. Course topics
on increasing verbal competency,
as well as the integral skills to apply
research methods and skills, while
examines topics such as intercultural
may include modern history,
building vocabulary, improving
theories in interactions. Students
also giving students the opportunity
and interpersonal communication
social issues, vulnerable populations,
grammar, and, in some cases,
focus on critical intercultural
to develop specialized knowledge
skills, various leadership styles,
religious traditions, and/or
learning new how to read and write
communication frameworks,
in an individual topic of study.
and the roles and responsibilities
human rights.
in a new script or writing system.
scholarship, and applications.
of global citizenship.
SC HO OL OF RE CO R D & T R A N S CR I P TS Dragons works in partnership with Naropa University in Boulder, Colorado. As Dragons School of Record, Naropa University provides oversight and guidance on academic aspects of the College Study Abroad Programs. After a student successfully completes a College Study Abroad Program, he/she receives a transcript from Naropa University.
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Meeting with local speakers, especially NGO workers...was particularly powerful because we saw first-hand how development issues and themes affected the local population and what was being done to address them."
—CLAIRE RIVKIN
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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 term to ensure a well-rounded experience.
R U G G E D T RAVEL
LE AR NING S E RVICE
COM PAR AT I V E R EL I G I ON & P H I LOS OP 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 unorchestrated moments
of critical conversations such an engagement provokes.
and reading relevant texts.
of engagement.
H O M E STAYS
DE VE LOPME NT STUDIE S
FOCUS OF I NQUI RY ( 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/or
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.
L A N G UAG E ST UDY Mandarin, Nepalese, Hindi, or Spanish: all Dragons programs
Buddhism.
INDE PE NDE NT STUDY PR OJE CTS (IS Ps)
T R EKKI NG
All students conduct an ISP in which they explore an
Some Dragons students hike over 16,000ft passes in the
include language instruction at a variety of proficiency levels.
intellectual question, local tradition, or country-specific craft.
Andes; others camp in the foothills of the Tibetan Plateau.
Courses focus on increasing verbal competency, building
ISPs allow students to tailor the program to meet their specific
Dragons Instructors guide students into the wilderness,
vocabulary, improving grammar, and, in some cases, learning
interests. With topics that range from traditional dance to the
exposing them to the pristine beauty of nature. Treks provide
to read and write in a new script or writing system. Few skills do
impacts of mining, ISPs help develop place-based expertise
a unique opportunity for students to assume leadership roles
more to empower students to be independent global citizens.
and ethnographic research skills.
and build wilderness skills.
Top row: Abrie Brutsche; Photo from Dragons archives; Dragons archives Middle row: Erik Jenkins-Sahlin; Parker Pflaum Bottom row: Erik Jenkins-Sahlin; Julianne Chandler; Lindsay Coe
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 M OUN TAINS , D E S ERTS & MEG AC I T I ES January 24–May 9 | August 29–December 12
DURATION
OVERVIEW
105
PROGRAM COMPONENT EMPHASIS
Immerse yourself in Chinese culture and develop a broad understanding of the drivers and challenges confronting the world’s second largest economy.
Days
RUSSIA
HOMESTAY
DEVELOPMENT STUDIES
LANGUAGE STUDY
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
MONGOLIA
language curriculum and a comprehensive, inter-disciplinary exploration of modern Chinese history and economic
XINING
BEIJING
development, society, and cultural traditions are combined with travel and trekking opportunities around the country.
QINGHAI
XIAHE
CHINA KUNMING
INDIA
JINGHONG
Located southeast of the Tibetan Plateau, Kunming serves as our home for a significant portion of the program. While in Kunming, students live with Chinese host families and gather daily at the Dragons Program House for intensive Chinese language study and to participate in lectures given by visiting scholars. In addition to our time in Kunming, the semester includes more dynamic segments, during which we explore pressing regional issues as we 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. During the semester, we explore topics such as minority relations, economic reforms and development, environmental concerns, and China’s rich history. With a broad curriculum designed to explore both thriving urban centers and rural villages, this program offers an unparalleled comprehensive overview of today’s China.
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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
POSSIBLE COURSES INCLUDE:
Regional Seminar: China in Transition ASIA/GLOS 310; 4 credits
This course examines modern Chinese history, setting the stage for understanding social issues facing China. Topics include history, education, public health, environment, civil society, and economic development. Mandarin Chinese Language: Levels I, II & III CHIN 150/250/350; 4 credits
Students participate in standard Mandarin Chinese classes which focus on increasing vocabulary, improving grammar and pronunciation, and learning Chinese characters. Intercultural Communication COMM: 301; 4 credits Students gain an in-depth understanding of essential intercultural communication theories as well as the key skills needed to apply theories in interactions. Students focus on critical intercultural communication frameworks, scholarship, and applications. Independent Study Project (ISP): Methods and Application ANTH/ISP 325; 4 credits Students study ethnographic research methods and have the opportunity to develop knowledge in a specialized topic. Typical ISP projects include: in-depth study of calligraphy, martial arts, traditional Chinese medicine, or the role of women in modern China. Intercultural Development and Global
“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
Citizenship GLOS 211; 4 credits Drawing from culturally diverse models of epistemology, this course examines topics such as intercultural and interpersonal communication skills, various leadership styles, and the roles and responsibilities of global citizenship. 15
INDIA M OSAIC OF C ULT U R E & CONT R ASTS January 24–May 9 | August 29–December 12
DURATION
OVERVIEW
105
PROGRAM COMPONENT EMPHASIS
Build Hindi language proficiency, explore complex social dynamics around the country, learn from Buddhist monks and other scholars, and trek in the Himalaya.
Days
HOMESTAY
COMPARATIVE RELIGION
ISPs
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. Typically
CHINA
our College Study Abroad India semester spends time in communities that represent the multiple visions of India: Jaipur, the
LEH
famed Pink City of Rajastan, Ladakh, a region high in the Himalaya,
MCLEOD GANJ
and McLeod Ganj, home to the Tibetan Government in Exile.
PA K I S TA N
NEW DELHI
TIBE T NEPAL
JAISALMER JAIPUR
While this program engages in academic exploration of and travels to the India Himalaya and the deserts of Rajasthan (among other places), it is our extended stay in Jaipur that frames the program. In Jaipur, study abroad students live in homestays and meet daily for classes and discussions. We learn Hindi from
UDAIPUR
INDIA
experienced local teachers and focus on intercultural communication in the classroom. Outside of the classroom, we explore our the maze of markets in our community and visit nearby deserts, temples, and shrines to gain a deeper understanding of the culture and society of Rajasthan. Our approach to academics includes the chance to explore some of the subcontinent’s most venerated and least-known places. We engage with our regional studies and independent study coursework as we visit large and vibrant cities, and when we stay in local villages rarely visited by Westerners. We study modern India’s struggles and progress with gender, religion, caste, social justice, development, and environmental issues. Through all of this we see the scope of what it means to live in India in the 21st century.
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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
POSSIBLE COURSES INCLUDE:
Regional Seminar: Culture and Traditions in Modern India ASIA/GLOS 320; 4 credits This course provides an in-depth introduction to the cultures and traditions in contemporary India. Topics explored include the role of women, economic issues of the caste system, environment, public health, education, and spiritual traditions. Hindi Language: Levels I, II & III HIND 150/250/350; 4 credits
Students participate in Hindi classes which focus on increasing vocabulary, improving grammar and pronunciation, and learning to read and write Hindi (Devanagari script). Intercultural Communication COMM: 301; 4 credits Students gain an in-depth understanding of essential intercultural communication theories as well as the key skills needed to apply theories in interactions. Students focus on critical intercultural communication frameworks, scholarship, and applications. Independent Study Project (ISP): Methods and Application ANTH/ISP 325; 4 credits Students study ethnographic research methods and have the opportunity to develop knowledge in a specialized topic. Typical ISP projects include: environmental issues, yoga, Ayurvedic medicine, or the arts: jewelry, sitar, traditional dance, or tabla. Intercultural Development and Global Citizenship GLOS 211; 4 credits Drawing from culturally diverse models of epistemology,
“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
this course examines topics such as intercultural and interpersonal communication skills, various leadership styles, and the roles and responsibilities of global citizenship. 17
N E PA L PASSAGE S A ND PEAKS OF T H E H I MALAYA January 24–May 9 | August 29–December 12
DURATION
105 Days
OVERVIEW
PROGRAM COMPONENT EMPHASIS
In the shadow of the Himalaya, explore the intersection of cultural heritage and religious traditions with themes of urbanization and nation-building.
TREKKING
COMPARATIVE RELIGION
HOMESTAY
OVER TIME, NEPAL HAS DRAWN THE MOST INTREPID OF TRAVELERS, MOUNTAINEERS, ANTHROPOLOGISTS, LINGUISTS, AND SPIRITUAL
CHINA
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 study abroad program
TIBE T
explores the diversity of Nepal while also delving into themes of social justice, development, and leadership in an
NEPAL
intercultural context. Academic courses, as well as program travel experiences, provide depth provide depth and breadth to this
POKHARA CHIT WAN
PATA N
program. The backdrop for this program in Nepal is the medieval town of Patan, BHUTAN one of the three original kingdoms of the Kathmandu Valley. Our time in this community of cobblestone streets and brightly adorned shops is characterized by
INDIA
homestays, intensive Nepali language instruction, and exposure to local scholars. Our journey also takes us to the surrounding hills where we explore regional topics and 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 new academic frameworks and reflective tools received during a visit to a Buddhist meditation and education center. Students engage deeply with local families in Nepal, become proficient in Nepali language, and develop skills in leadership and cultural competency.
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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
POSSIBLE COURSES INCLUDE:
Regional Seminar: Diversity in the Himalayas ASIA/GLOS 330; 4 credits
This course explores the ethnicities and religious traditions that constitute Nepal. Topics explored include the environment, public health, education, human rights, caste, women's issues, and an extensive introduction to Hinduism and to Mahayana Buddhism. Nepali Language: Levels I, II & III NPL 150/250/350; 4 credits
Students participate in Nepali classes which focus on increasing vocabulary, improving grammar and pronunciation, and learning to read and write Nepali (Devanagari script). Intercultural Communication COMM: 301; 4 credits Students gain an in-depth understanding of essential intercultural communication theories as well as the key skills needed to apply theories in interactions. Students focus on critical intercultural communication frameworks, scholarship, and applications. Independent Study Project (ISP): Methods and Application ANTH/ISP 325; 4 credits Students study ethnographic research methods and have the opportunity to develop knowledge in a specialized topic. Typical ISP projects include: environmental issues, Tibetan medicine, the yogic tradition, or arts: mask carving, folk dance, thanka painting, or sitar.
“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
Intercultural Development and Global Citizenship GLOS 211; 4 credits Drawing from culturally diverse models of epistemology, this course examines topics such as intercultural and interpersonal communication skills, various leadership styles, and the roles and responsibilities of global citizenship. 19
SOUTH AMERICA TH E S PIR I T OF T H E ANDES January 24–May 9 | August 29–December 12
DURATION
OVERVIEW
105
PROGRAM COMPONENT EMPHASIS
Examine social movements, indigenous identity, and conservation efforts in the mountains and jungles of Bolivia and Peru while deepening language skills and connecting with local communities.
Days
LANGUAGE STUDY
RUGGED TRAVEL
TREKKING
HIKE TO THE EDGE OF RECEDING GLACIERS AT 17,000 FEET. Get your hands dirty with traditional agricultural practices on the sparkling shores of Lake Titicaca. These are just a couple of the many classrooms encountered on this 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 conservation, and political leadership. The backdrop for the semester is the town of Urubamba in the Sacred Valley of
BR A ZIL
Peru. Here, students live with local families, participate in intensive Spanish language instruction, and dive into a studies of intercultural communication. The rest of our
PERU
time in Peru is highlighted by dramatic mountain landscapes, exposure to remote SACRED VALLE Y
indigenous communities, and a deeper understanding of development trends in southeastern Peru. We then travel overland to Bolivia. Here we spend time in the twin cities of La Paz and El Alto, where we partner with local organizations.
CUSCO O CO N G AT E
Heading into more rural parts of Bolivia, we witness the delicate transition between the high Andes and tropical forests below. In Bolivia, we
L A PA Z COCHABAMBA
BOLIVIA SUCRE
POTOSÍ
explore regional issues on a daily basis while we also engage in an additional homestay, wilderness exploration, and independent study. 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
CHILE
modernization. Along the way, our integrated academic curriculum guides students as they engage with pressing regional issues and develop skills in language and cultural competency.
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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
POSSIBLE COURSES INCLUDE:
Regional Seminar: Tradition, Change & Cultural Resilience LAS/GLOS 340; 4 credits This course examines cultures of the Andes and Amazon and their relationship to the land. Topics explored include issues of racial and social conflicts, sustainable development, human rights, globalization, and the impact of colonialism on indigenous cultures. Spanish Language: Levels I, II & III SPAN 150/250/350; 4 credits
Students participate in Spanish classes which focus on increasing vocabulary, improving grammar and pronunciation, and learning to read and write in Spanish. Intercultural Communication COMM: 301; 4 credits Students gain an in-depth understanding of essential intercultural communication theories as well as the key skills needed to apply theories in interactions. Students focus on critical intercultural communication frameworks, scholarship, and applications. Independent Study Project (ISP): Methods and Application ANTH/ISP 325; 4 credits Students study ethnographic research methods and have the opportunity to develop knowledge in a specialized topic. Typical ISP projects include: sustainable agricultural techniques, Andean folk weaving, or learning to play the charango. Intercultural Development and Global Citizenship GLOS 211; 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
Drawing from culturally diverse models of leadership and epistemology, this course examines topics such as intercultural and interpersonal communication skills, various leadership styles, and the roles and responsibilities of global citizenship. 21
CHINA L ANGUAGE & C ULT U R AL EX P LOR AT I ON July 10–August 8
DURATION
OVERVIEW
30
PROGRAM COMPONENT EMPHASIS
Experience life in rural and urban China while you dramatically improve your Mandarin language skills, engage in multiple homestays, and examine complex cultural issues.
Days
RUSSIA
LANGUAGE STUDY
HOMESTAY
DEVELOPMENT STUDIES
LANGUAGE IN CHINA IS A DYNAMIC AND POWERFUL FORCE, AND ONE THAT IS KEY TO UNDERSTANDING THE DIVERSITY OF CHINA’S PEOPLE AND CULTURAL TRADITIONS. On this month-long summer program, College Study Abroad students explore the evolution of Mandarin within historical and cultural contexts, while also
MONGOLIA
experiencing both rural and urban Chinese homestays. These experiences provide unparalleled opportunities for linguistic BEIJING
and cultural immersion in multiple Chinese communities. Students spend two weeks living with families in Bangdong, an
CHINA
XI ’A N
ethnically Han village about three hours by road from the small city of Lincang. The program schedule includes daily Mandarin classes (3–4
TIGER LEAPING GORGE KUNMING
INDIA
hours of instruction per day), with classes often held outdoors or in the courtyards of village homes. Students also engage in extended homestays with urban Chinese families in the dynamic city of Kunming. While in Kunming,
BANGDONG
students take advantage of the myriad cultural and educational resources that this dynamic city has to offer. Students meet daily at the Dragons Program House for continued Mandarin instruction and classes with local experts. Our language program uses classroom and experiential activities to achieve this program’s ultimate goals of linguistic, cultural, and personal discovery. Mandarin Chinese Language: Levels I, II & III CHIN 150/250/350 4 credits Students participate in standard Mandarin Chinese classes which focus on increasing vocabulary, improving grammar and pronunciation, and learning to read and write Chinese characters.
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BOLIVIA LANGUAGE & C ULT U R AL EX PLOR AT I ON July 10–August 8
DURATION
30
OVERVIEW
PROGRAM COMPONENT EMPHASIS
Expand your Spanish language abilities through interactive instruction, investigate Bolivian culture in an extended rural homestay, and learn first-hand from local communities.
Days
LANGUAGE STUDY
HOMESTAY
DEVELOPMENT STUDIES
IN THE HEART OF SOUTH AMERICA, BOLIVIA PROVIDES A UNIQUE PERCH FROM WHICH TO EXPLORE THE LINKAGES BETWEEN LANGUAGE, CULTURE, AND DAILY LIFE. We dive into the heart of the land through language immersion, homestays, and workshops around local issues and global citizenship. Beginning in Cochabamba, between the high mountains and tropical lowlands,
BR A ZIL
we settle into an extended homestay in a Quechua farming neighborhood. Here we engage intimately with the community where our program is based and students dive into Spanish language instruction for 3–4 hours per day. During this month-long summer program, instructors craft relevant lessons to build upon each student’s
L A PA Z
individual explorations of the language, while placing the meaning of
BOLIVIA
CORDILLERA REAL
language in cultural context. In addition, students connect with scholars,
COCHABAMBA
activists, journalists, and local organizations in the city of Cochabamba in order to understand issues impacting local communities. Our journey
SUCRE
then takes us into the high into the Andes. In remote villages, we come to know the realities of rural communities that comprise the majority of Bolivia’s population. In this new environment, we continue regular Spanish language instruction and discuss issues of conservation and resource management in one of the most bio-diverse pockets of the planet. PAR AGUAY
CHILE
Spanish Language: Levels I, II & III SPAN 150/250/350 4 credits
ARG ENTINA
Students participate in Spanish classes which focus on increasing vocabulary, improving grammar and pronunciation, and learning to read and write in Spanish.
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 U M M E R - S T U D Y- A B R O A D - B O L I V I A
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I felt safe during the entire trip. I was able to understand perceived versus actual risk much better and felt that it pushed my old ideal of safety in order to reinvent my definition to be one that includes going out of my comfort zone."
—OLIVIA KLUGMAN
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China semester left: Parker Pflaum China semester right: Photo from Dragons archives India semester left: Michael Woodard India semester right: Christy Sommers Nepal semester left: Catherine Von Holt Nepal semester right: Dragons archives South America semester left: Dragons archives South America semester right: Vanessa Luna China Summer: Parker Pflaum Bolivia Summer: Dragons archives This page: Michael Woodard
R I S K M A N AG E M E N T 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. Over the years, we have developed a broad understanding of safety issues within a regional context and we have worked hard to incorporate our new findings into the pedagogy that currently supports our students' experiences. There are four foundational aspects of our risk management system:
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WE HI RE E X P ER IE NCE D I NST R U CTO R S Typically, a Dragons instructor team collectively represents multiple languages, ten or more years of in-country experience, and years managing study abroad experiences. Instructors call on
their linguistic fluency, local contacts, and regional expertise to deftly navigate risk management issues. Instructors are also adept at working with students to manage medical issues, should they
arise.
2
W E P L AC E A P R E MI U M O N P R O F E SS I O NAL DE VE LO PME NT Each year, we facilitate a 2-week staff training focused on curriculum development, innovative education practices, student group management, cross-cultural communication, and
wilderness risk management. This keeps our staff up-to-date with best practices in the field of international education.
3
WE HAV E A 24/7 S U P P O RT T E AM AT H E ADQ UARTE RS The Dragons Risk Management Team is dedicated to ensuring the highest-quality international programming, with acute attention to the safety and security of our students, instructors, and
in-country partners. This team is on-call 24/7 while students are in the field.
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W E HAV E A R O B U ST N ET WO R K O F I N-CO U NTRY RE S O U RCE S 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-of-mouth updates
with reports from the US State Department, the Overseas Security Advisory Council, the World Health Organization, the Center for Disease Control, and our insurance provider. As needed, we leverage these contacts to mobilize necessary resources. We have carefully researched in-country medical facilities and our instructors go into the field with comprehensive
emergency management tools.
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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 SYSTEM 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 / C O L L E G E
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FA Q s E V E RYO N E WA N T S TO K N OW. . . WHAT I S A TYP I CAL DAY LI K E ?
W H AT ARE TH E QUALI FI CAT I ONS OF I NST R UC TOR S AND FAC ULT Y ?
SEMESTER: As with Dragons programs in general, our College Study Abroad programs are
College Study Abroad Programs are staffed by both instructors and faculty. Outside of
dynamic. During our time in a program base, you can expect to live in an extended homestay,
their work with Dragons, they have extensive experience. Whether working for local and
have regular intensive language classes, and be engaging in one other course on an intensive
transnational NGOs, conducting primary field research in remote communities, or founding
basis such as an intercultural communication course. During the more travel-intensive periods
their own organization abroad, all share one similar quality: the desire to provide students with
of the program, you can expect formal lectures or workshops for the Regional Seminar course,
the most complete and exceptional educational experience possible.
and time to formulate your plan for an Independent Study Project (ISP). Towards the end of the program, students engage in independent travel, designed to facilitate their investigation of their own ISP. Throughout the program, students spend several hours a day with readings to help understand the context of the region and conducting their own research and writing.
Instructors are hired for their in-depth knowledge of a country’s customs and traditions. 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 program. Our instructors challenge students academically and physically, draw them into
SUMMER: On summer programs, students study language intensively. Outside of the
an unsurpassed community of curious peers, and carefully guide participants through
classroom, students refine their language skills through while engaging in homestays in a
experiences that enliven and inform academic pursuits.
variety of communities and participating in experiential learning activities. Summer students also look at regional issues and cultural practices as we travel to both urban and rural parts of the host country. During broader explorations of the country, each day looks slightly different but includes continued language student and cultural learning.
College Study Abroad Programs are also staffed with faculty who teach for-credit college courses. These faculty are either Dragons instructors who are present throughout the term or a visiting faculty member who teaches intensive courses. Dragons faculty possess a rich blend of academic training, instructional experience, and field-based skills. Most of our faculty possess a PhD, or in some cases a MA combined with extensive experience—both practical
H OW LO N G HAS D R AGO NS B E E N R U NNING STU DY AB ROAD PROG RA M S?
and instructional. In addition to faculty, we also work with local experts such as experienced
Dragons has been running programs since 1993. We have run study abroad programs which
language teachers, Independent Study Project mentors, and local guest lecturers.
offer college level, for-credit courses since 2001.
W H AT STE PS DO I TAKE TO T R ANSFER C R EDI TS TO MY HOME
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WHY D O E S D RAGO NS ST R U CT U R E P R O GRAMS W ITH DYNAMIC,
INSTITU TIO N?
FLEXIBL E I T I N E R AR I E S?
The first step is to meet with your home institution’s study abroad or academic advisor to
Dragons never runs a cookie-cutter program. Each experience is organic and new, with
understand your school’s process for transferring credit. College and universities have varying
administrative members, instructor teams, and students working together to craft a unique
processes and policies related to transferring credit from study abroad programs. Prior to your
focus and direction for the program. Most importantly, a flexible itinerary can effectively
meeting, we recommend you review the Academics section on each program page of the
respond to specific concerns as they pertain to political realities, group health, and other
website in order to be able to share this information with your advisor.
unforeseen circumstances. In addition, this dynamism allows our groups to move at their
Once you have been accepted into the program, you will register for your specific courses with
own pace to react to personal and group interests, and to take advantage of the learning
Dragons. After successful completion of the program, you can request an official transcript
opportunities that accompany the unexpected.
from Dragons School of Record.
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
This page: 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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This page: Michaela O'Connor
COSTS & FINANCIAL AID TUITION & F EE S Tuition and fees vary from program to program. Visit our website for the most up-to-date information on program fees.
FINANCIAL AID IF YOU WOULD LIKE TO USE FEDERAL FINANCIAL AID FOR YOUR COLLEGE STUDY ABROAD PROGRAM, YOU SHOULD:
1 Contact your home institution’s federal financial aid
TUITION & F EE S INCLU DE : • 12–16 credits (semester) or 4–credits (summer), and other educational costs
office and complete your FAFSA form for the appropriate
• All program-organized travel and excursions
academic year.
• Pre-departure preparation and in-country orientation
2 Reach out to your home institution's financial aid office and
• All accommodations and meals (excluding personal travel)
ask them if your federal, state, and/or institutional aid package
• Supplementary lectures and special events
is transferable to a Dragons program.
3 Ask your study abroad advisor if your home institution
SC HO L A RSHI P S Dragons is committed to making College Study Abroad programs financially accessible through the offering of scholarships.
requires a contractual or consortium agreement with Dragons
Dragons offers need-based partial scholarships to a number of students each year. We continually strive to increase our ability
School of Record. If so, please contact Dragons about
to offer scholarships and make our programs available to any student who is appropriate, regardless of tuition costs. For more
applicable deadlines.
information, please visit our website: www.wheretherebedragons.com/students/admissions/scholarships-financial-aid
ADMISSIONS
NEXT STEPS
ELIG I BI L I TY
CHOOSE A PROGRAM
Students who participate on a Dragons Study Abroad Program come from different backgrounds, universities/colleges, and
Visit our website to review program options:
areas of interest. Eligible participants should have completed at least one semester of post-secondary study, be 18 years or
WWW.WHERETHEREBEDRAGONS.COM/COLLEGE
older, have a minimum GPA of 2.5 (on a 4.0 scale), and be interested in taking part in an dynamic experience abroad. CONSULT YOUR HOME CAMPUS
APPL I CATI ON P RO CE SS
Meet with your study abroad advisor on your home
In order to apply, you will fill out an online application and submit supporting documents to finalize your application.
campus to discuss the program and processes for
Applications are accepted on a rolling basis, with the following final application deadlines:
credit transfer.
• Spring terms: October 15 • Summer terms: March 15
READY TO ENROLL?
• Fall terms: April 15 Note that because our programs are small, we advise applying in advance of the deadlines. 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 date in order to leave ample
1 Complete an online application. 2 Submit supporting documents. 3 Participate in an interview with Dragons staff.
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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This page: Sara Russell
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 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 student growth in global citizenship, self-awareness, and leadership skills. Why partner with Dragons?
A G R E ATER L E V E L O F E NGAGE ME N T
A SAFE R PRO G RAM
Our experienced field staff collaborate directly with professors and study abroad campus
Pre-course direction covers essential logistics and suggestions for preparing to work within a
staff to develop original programs. With a pool of more than 1,000 field staff, a year-round
new cultural context. Dragons instructors and administrators will often make visits to partner
presence in many of the countries in which we work, and regional Program Houses, Dragons
colleges and universities to build rapport, establish trust, and align expectations. Throughout
is able to connect students to uniquely-rich learning experiences. Our instructors complement
the program, instructors maintain regular check-ins with students and updates to our risk
the academic expertise of faculty members by providing expertly-crafted facilitation to help
management team. Should an event occur which requires immediate attention, our instructors
connect students to place and self.
are well trained and able to utilize local medical resources and our 24/7 on-call emergency response team.
BETT ER VA LUE Tourism—the act of journeying to a place for new experience and for pleasure—has its place.
LO NG -TE RM DE V ELOP MENT
At Dragons, however, we provide experiences for the traveler, developing and stewarding
Our goal is to be a long-time partner for your institution. A strong alliance includes your
meaningful encounters that evince global citizenship. The depth of learning that we provide
faculty providing the classroom education and Dragons providing the complementary
has been practiced over 100,000+ student days in the field. These support systems and
intercultural experiential programming. We pride ourselves on dynamism, professionalism, and
contacts provide deeper learning and more effective programming.
communication, and are positioned to grow and adapt to your institution’s needs. Dragons also offers faculty trainings, consulting, and professional development courses to further support
L ESS HASSL E
effective and safe international programming at your institution.
How would you coordinate a homestay in a remote part of the Andes, or arrange a meeting with the Dalai Lama, or source Arabic language instructors, or arrange to meet a dissident author in China? With administrators who speak over fifteen languages and with program histories that span 25+ years, we research, design, and implement programming so that home campus faculty and administrators can focus on the educational experience.
"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 A U F M A N , D I R E C T O R O F O F F - C A M P U S S T U D Y, C A R L E T O N C O L L E G E
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Bolivia | China | India | Nepal | Peru
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 741 Pearl Street, Boulder CO, 80302
WWW.WHERETHEREBEDRAGONS.COM/COLLEGE