SUMMER & GAP YEAR PROGRAMS | 2019-20 THE LEADER IN CROSS-CULTURAL + EXPERIENTIAL EDUCATION SINCE 1993
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Cover: A well-deserved day for rest and reflection during a hike through the Himalayas of North India. Christina Rivera Cogswell This spread: Students welcome the rising sun with a celebration on Laguna Chilata in the Cordillera Real, Bolivia. Ryan Gasper
MAPMAKERS ON C E D R E W D R AGON S TO R E PR E SE NT L A NDS UNKNOW N. BOLD EXPLORER S W HO VE N T U R E D BE YON D T HE M AP ’ S E D G E W E R E SA I D TO G O “ W HE R E T HE R E BE D R AGON S.” WE GO THERE...
will you?
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Each June, Dragons flies staff in from over 15 different countries to participate in a two week intensive training and staff orientation in the Sierra Nevada mountains of California. Justin Kiersky
WHO WE ARE W E A R E A N I N T E R N AT I O N A L CO M M U N I T Y Dragons offers small group, custom-crafted travel programs for high school, Gap, and college students in Asia, Africa, and Latin America. Our students are led by the best educators in the industry to develop an understanding of critical global issues through immersive travel, meaningful engagement, and empowered student leadership. Over the past three decades, our work has created a global community representing 6 continents, over 30 countries, and countless languages, villages, NGOs, religions, host families, perspectives, and stories. We are united by a mission of nurturing empathy and understanding across borders through authentic cultural exchange. Our goal is to help students develop the self-awareness and cross-cultural competencies to be active participants in the world.
L EAD I N G T HE WAY FO R 2 5 + Y E A R S
W E ARE BO LD E DU CATO RS
WE ARE ALL STUDENTS
Dragons has over 25 years of experience guiding groups
Our staff speak in local dialects and bring deep cultural
As experiential educators, we recognize the value of
and managing risk in the context of international
fluency and expert facilitation skills to our programs.
getting dirty for the sake of discovery. We are excited to
education. In addition to a history of partnerships with
When not guiding with Dragons, our instructors are graduate
explore the road less-travelled and intrigued by the questions
over 50 esteemed schools and universities, our staff have
students, returned Peace Corps Volunteers, U.N. development
encountered along the way. As we journey, we ask reflective
facilitated international and domestic training programs
professionals, veteran wilderness guides, and career
questions about who we are, where we come from, and how
specifically for teachers and faculty for a decade. We’ve
teachers. We believe that future leaders will be required to
those inherent perspectives and power dynamics weave
established crucial risk management relationships with
think beyond borders in order to cultivate a more inclusive,
us together. We support our students as they lean into
International SOS, key locally-based safety and security
collaborative, and just future. We are fueled by a mission
challenge. And as instructors, we ask ourselves, at every turn,
officials, and a global network of reputable health care
to create positive change and pull off feats of educational
how we can be better teachers and more compassionate
professionals and hospitals. For more facts on our
acrobatics in remote cross-cultural settings because we love
human beings. We carefully observe, collectively explore, and
institutional reputation and integrity, please flip to page 63.
what we do.
partner with students in a process of discovery.
W E H O P E T H I S C ATA LO G H E L P S YO U G E T TO K N OW U S . . . About Dragons
Programs
Resources
WHAT WE DO
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PROGRAM COMPARISON CHART
14-15
BEYOND SUMMER & GAP PROGRAMS
62
WHY IS A DRAGONS PROGRAM RIGHT FOR YOU?
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ASIA SUMMER
16-33
NOTES ON SAFETY
63
DYNAMIC COURSE DESIGN OUR PROGRAM COMPONENTS
11 12-13
LATIN AMERICA SUMMER
34-41
MEET A FEW OF OUR INSTRUCTORS
AFRICA SUMMER
42-47
QUOTES FROM DRAGONS ALUMNI
66
GAP YEAR SEMESTERS
48-61
NEXT STEPS
67
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
64-65
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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
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The Himalayas greet a group of Dragons students trekking through Nepal. Amrit Ale
W H AT W E D O A N D H OW W E D O I T D I F F E R E N T LY AUTHEN T I C I M M E R S IO N
ETH ICAL TRAVE L
On course, we learn by doing. We travel like locals, live with families, apprentice with artists,
Responsible travel is environmentally conscientious, culturally self-aware, and focused on
and learn from scholars, factory workers, sages, and community leaders alike. Our goal is
developing mutually meaningful connections with local communities. We approach each
to connect participants to a direct experience of a different place through hands-on
program component and host community with respect and the humility to listen first.
meaningful engagement. We value language learning and homestays for their essential
We advocate for longer-term programming and smaller groups to reduce our ecological and
roles in opening doors to experiences in which students can listen, empathize, and learn. We
cultural footprints. And we don’t shy away from—but actively engage with—the complex
embrace a leadership model of leading-from-behind, such that participants follow their own
themes of learning service, neocolonialism, and global citizenship that arise in a group
questions and curiosity.
dynamic that encourages critical reflection.
DY NAM I C CO URS E DE S I GN
S MALL G RO U PS & P R OFESSI ONAL I NST R UC TOR S
Dragons itineraries are flexible to create space for unscripted, serendipitous, and candid
Mentorship matters. A typical Dragons group consists of 12 students and 3 instructors. This
moments of surprise and discovery. The world is constantly changing and we believe our
4:1 student-to-instructor ratio ensures that each participant receives individual support and
programs should too. Each program has an intentionally crafted structure, yet a dynamic
personalized challenge. The intimate group dynamic of a small cohort fosters deep dialogue
itinerary allows the group to be responsive to unique realities and opportunities as they arise.
and an inclusive group spirit that builds alumni friendships that last a lifetime. We work
Backpacks, not roller bags, are on the packing list because it’s a novel combination of gravel
with the best international guides and educators in the industry. Our instructors are
roads, local transportation, and dirt paths that make each program an original adventure.
carefully selected based on their group facilitation skills, local language fluency, regional experience in the country, and connections with our host communities. To see the range of unique professional life experiences and academic backgrounds that make our community of international instructors so exceptional, please flip to pages 64-65.
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
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
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While in a homestay a stilted Bajau fishing in students Indonesia, a studentthe learns hand carve a traditional dugout used for fishing andfeet. fetching water from land. Micah LeMasters In the remote reachesinof the Peruvian Andes, village Dragons challenge localto Quechua community members to canoe a soccer match at 13,000 Ellie Happel
W H Y I S A D R AG O N S P R O G R A M R I G H T F O R YO U ?
D•
•FRO
B
AR
W E ’ R E G L A D YO U ’ R E H O L D I N G T H I S C ATA LO G
E YA K
O
M
TH
The world is an increasingly online, fast-paced, and complicated place. Difficult questions confront us today that require us to sit and slow down. At Dragons, we go to the edge of the map because we see value in accessing rarely-visited places, and rarely-heard narratives of breathtaking beauty and raw reality. We believe that an unplugged experience, in an unfamiliar
STRAIGHT FROM THE YAK'S MOUTH
place of cultural and natural beauty, can help participants find their breath. We believe in the power of storytelling and that a
The best way for you to understand Dragons is to
personal account will be most impactful when heard in the voice, language, and perspective of a host mother, a community
hear about the experience in the words of other
elder, a spiritual leader, or a local mentor. We believe that spending an extended amount of time in a place fosters deeper
participants. In this catalog, you can find stories told
connection and understanding. As instructors, we address fundamental questions around human nature and our role and
directly by students on the Yak Board reflections,
responsibility as engaged human beings in a fragile and complex natural and socio-economic landscape. And while we’re
pages 21, 26, 37, and 46.
serious about what we do, we also don’t take ourselves too seriously: we recognize the value of unstructured play and downtime—be that a frisbee tossed across the Himalayan lowlands or floating over a techni-colored coral reef in Indonesia. Ultimately, we believe that more than photos, it’s perspective shifts earned from critical reflection that we take home to embody, cherish, and share.
Or flip to the back of this catalog (page 66) for post-course reflections on the most valuable insights students brought home. We invite you to explore the edges of your courage
There’s been a growing dialogue about the value of an education in the 21st century. Students and educators are
and curiosity with us. Visit the Yak Board for course
increasingly asking for concrete sets of “global competencies” and leadership skills before they join the workforce. In our
postings from Dragons students past and present at
experience, it’s hard to gain these skills in a traditional classroom alone. Dragons offers an alternative approach. We can’t
yak.wherethereb ed rag ons .com
predict exactly what skills you’ll need to succeed in your future, but we’re willing to hedge our bets that a foreign language, a well-worn passport, and a healthy dose of life experience will serve you well. Whatever your background, if you feel Dragons is right for you, we want to hear from you.
Thus travel spins us round in two ways at once: It shows us the sights and values and issues that we might ordinarily ignore; but it also, and more deeply, shows us all the parts of ourselves that might otherwise grow rusty. — P I C O I Y E R , W H Y W E T R AV E L
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
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The flexibility allowed my group to turn hikes into classes about religion. It allowed for us to get lost, which then turned into lessons on how not to get lost. We were given the freedom to explore like a traveler, not like a tourist.� — A LY S S A H I L B , S I L K R O A D P R O G R A M
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In the remote reaches of the Peruvian Andes, Dragons students challenge the local Quechua community members to a soccer match at 13,000 feet. Ellie Happel
DY N A M I C C O U R S E D E S I G N W H AT I S A ' F L E X I B L E ' I T I N E R A RY ? Many study abroad programs provide a day-by-day (sometimes hour-by-hour) trip schedule used year-to-year. At Dragons, we keep our programs flexible and dynamic: each itinerary is uniquely designed and implemented by the instructors who lead the program. We believe some of the best experiences can come in the unscripted, serendipitous, and candid moments of surprise. It's a novel approach to travel and best explained directly by our participants: “The best part about being able to mix up the schedule is that you have the ability to invest your time in areas you are most passionate about. For example, during my trip to China we stumbled upon a shamanism festival with rich colors and new experiences. On the spot, our group decided that spending more time at the festival would be the best for our educational and cultural journey. The best days are those that aren’t 100 percent scripted.” —LIANA FLECKER, SILK ROAD PROGRAM “Unlike American life regulated by precise and punctual schedules, life abroad is hectic and ever-changing, which is the beauty of it. Pre-program, I was concerned that the larger and central aspects of the trip may be changed, but this isn’t at all what Dragons means. “Flexible itinerary” refers to smaller, more logistical changes. You’ll still get to the end destination, just perhaps by a different route. The itinerary will never be changed in a way that detracts from your experience, but will instead always improve it for you or the group as a whole, whether it is balancing out the hiking days to make it more manageable or taking a quick side-trip to the hot springs to refuel as a group.” — W I L L L e VA N , P E R U P R O G R A M “The most important part of embracing the flexible itinerary was recognizing that our safety was a priority over strict travel and time constraints, and the comfort of knowing we could adjust the plan to fit our needs.” — S I LVA N A M O N T A G U , E A S T E R N H I M A L AYA S P R O G R A M “To travel with a flexible itinerary is to travel with an open mind and receptivity to the realities of travel. During my program in Morocco, there were numerous occasions in which events caused unforeseen delays in our daily plan. While ordinarily, this would be a huge logistical and emotional headache, the ease with which my instructors took it in stride and adjusted our plans made all the difference. The benefit of a dynamic itinerary is bypassing the regimented, anxious parts of travel, to embrace the wild, unplanned fun that exploration can be.” —BRETT COHEN, MOROCCO PROGRAM "Ultimately, embracing the possibility of candid experiences—those that lead you into the waters coursing Himalayan rivers and into the corridors of 500-year old monasteries, as mine did during my programs—are what have been most influential in shaping me into the confident, prepared, and wise traveler I am today." —OLIVIA SOTIRCHOS, NORTH INDIA PROGRAM
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
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OUR PROGRAM COMPONENTS T H E B U I L D I N G B LO C K S O F E V E RY D R AG O N S CO U R S E We adventure. We explore. We learn. A Dragons course is designed to be a full immersion journey. We employ nine program components to ensure that every course is a
H O ME STAY
LA NGUAGE ST UDY
T R EKKI NG
Dragons students are travelers
In a Tajik yurt, in a Bedouin tent,
All Dragons courses include
From strolls to the strenuous,
not tourists. We believe in low-
in an apartment in Kunming…
language instruction. We do
some Dragons students hike over
impact travel, and that means
Every Dragons student is
not expect students to arrive
16,000ft passes in the Andes;
minimizing our environmental
carefully matched with a local
with any level of understanding.
others walk to waterfalls outside
and cultural impact at every
family. Students live in nearby
We do expect students to
a homestay village. Wherever
possible juncture. On course,
neighborhoods, allowing them
interact with locals, and build a
you choose to trek, you can be
we respect cultural norms
to build meaningful connections
collection of vocabulary words
assured that Dragons Instructors
by staying in family-owned
within the host community and
that enables them to deftly
will guide you into wilderness,
accommodations and taking
group. Students often tell us
navigate a new cultural context.
exposing you to the beauty of
local transportation. The most
that their homestay was the
On our language intensive
nature, mingled with the unique
profound learning moments
most transformative part of their
courses, students can expect
cultural context. Treks provide
often arise in the spaces
Dragons experience. All families
3-4 hours of daily instruction
opportunities for students to
in-between, and traveling
are selected based on the safety
in small groups. Few skills do
assume leadership roles and
like locals creates space for
of their home environments and
more to empower students to
build personal backcountry skills,
un-orchestrated moments of
their genuine enthusiasm for
be independent global citizens
like learning to pitch a tent or
engagement.
cross-cultural engagement.
than language study.
read weather conditions.
Right: Aaron Slosberg; Micah LeMasters; Photo from Dragons archives
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R U GGE D T RAVE L
Left: Steven Gu; Aaron Slosberg; Michael Woodard
well-rounded experience.
L EARN I N G SERVI C E
DE V E LO P MENT ST U DI E S
INDE PE NDE NT STU DY PROJE CT ( IS P)
COMPAR AT I VE R ELI GI ON & P HI LOSOP HY
FOC US OF I NQUI RY (FOI )
We take pride in learning first
What variables contribute to a
Dragons students are often
In each place we visit, we con-
Dragons courses are built around
and helping second. Students
good quality of life? How does
paired with local mentors to
sider how local spiritual beliefs
particular academic themes. This
rarely arrive in-country with the
privilege shape our sense of
study a particular question, craft,
are employed to interpret daily
allows students to delve into
tools to genuinely ‘help’ another
global responsibility? These
or cultural tradition in greater
reality. Dragons Instructors help
a specific line of questioning,
community, and we work hard
questions are central to the
depth. Anything is possible, and
students explore the belief sys-
exploring the impacts of climate
to dispel such expectations.
conversation about human
as a student, the ISP is a great
tems of their host culture while
change, the local religious
Students use a four-step process
development in the 21 century.
way to tailor the course to meet
living with homestay families,
traditions, or the idea of cultural
to listen, assess, act and then
Instructors introduce students to
your specific interests. We’ve had
visiting religious monuments,
survival, for example. We explore
evaluate: a framework that can
local activists who’ve taken a vo-
students study everything from
observing local rituals, and
the focus of inquiry by hosting
be applied to future learning
cal stance on the topic of ‘human
kathak dance to the impacts
reading relevant texts. Such an
guest speakers, reading local
service ventures. We don’t
development,’ while using local
of exploratory drilling in the
examination generally sparks
news, and engaging in group
measure our success by the
examples to prompt discussion.
Amazon. ISPs are a great way to
an internal conversation, and
discussions. Please reference
number of ‘service hours’ logged,
Students are encouraged to
develop place-based expertise,
instructors are available to assist
Dragons individual program
but rather by the number of
challenge their assumptions and
learn hands-on skills from local
students as they juxtapose
descriptions to learn more
critical conversations that such
expand their understanding of
mentors, and actively engage
in-country traditions with their
about the FOI on your course
an engagement provokes.
what it means to be “developed.”
living cultural traditions.
own belief systems and values.
of interest.
st
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P R O G R A M C O M PA R I S O N C H A R T
ASIA SUMMER
RUGGED TRAVEL
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
DEVELOPMENT STUDIES
INDEPENDENT STUDY PROJECT
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
LOW EMPHASIS MODERATE HIGH EMPHASIS
DATES
AGES
PAGE
China: Mandarin Language Intensive, 4-wk
10+ days
40+ hours
Day Hikes
5+ hours
6/28 – 7/28
15–18
p18
China: Mandarin Language Intensive, 6-wk
15+ days
60+ hours
Day Hikes
5+ hours
6/28 – 8/8
16–18
p18
5+ days
10+ hours
5+ days
5+ hours
6/28 – 8/8
16–18
p19
6/28 – 7/28
16–18
p20
6/28 – 8/8
15–17
p22
6/28 – 8/8
16–18
p23
6/28 – 7/28
16–18
p24
6/28 – 7/28
17–20
p25
6/28 – 8/8
16–18
p27
6/28 – 7/28
15–17
p28
6/28 – 7/28
15–18
p29
China: The Silk Road
China: The Yangtze River
10+ days
10+ hours
Day Hikes
5+ hours
China: Change & Tradition
10+ days
20+ hours
3+ days
5+ hours
10+ days
10+ hours
5+ days
10+ hours
5+ days
10+ hours
3+ days
10+ hours
Mekong: From Holy Mountain to Hidden Kingdom Cambodia: Peace-Building & Conservation
Myanmar: Visions of Democracy
5+ days
10+ hours
5+ days
15+ hours
Indonesia: Community & Conservation
15+ days
10+ hours
3+ days
5+ hours
10+ days
10+ hours
3+ days
10+ hours
10+ days
10+ hours
5+ days
5+ hours
Thailand: The Spirit of Greng Jai
Bhutan: Happiness in the Himalayas
Nepal: Traditions of the Himalayas
10+ days
10+ hours
3+ days
10+ hours
Eastern Himalayas: West Bengal to Sikkim
5+ days
5+ hours
3+ days
10+ hours
3+ days
5+ hours
10+ days
10+ hours
3+ days
10+ hours
10+ days
15+ hours
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
North India: Roof of the World, 4-wk North India: Identity in Exile, 6-wk
LATIN AMERICA SUMMER
RUGGED TRAVEL
6/28 – 7/28
16–18
p30
6/28 – 7/28
17–20
p31
6/28 – 7/28
16–18
p32
6/28 – 8/8
17–20
p33
DATES
AGES
PAGE
DEVELOPMENT STUDIES
INDEPENDENT STUDY PROJECT
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
Guatemala: Spanish Language Intensive, 4-wk
15+ days
40+ hours
3+ days
15+ hours
6/28 – 7/28
15–17
p36
Guatemala: Spanish Language Intensive, 6-wk
15+ days
60+ hours
5+ days
20+ hours
6/28 – 8/8
16–18
p36
Nicaragua: Community In Action
15+ days
40+ hours
3+ days
20+ hours
Bolivia: Spirit of the Andes, 4-wk
10+ days
20+ hours
5+ days
10+ hours
6/28 – 7/28
16–18
p38
6/28 – 7/28
17–19
p39
6/28 – 8/8
17–19
p39
Bolivia: Spirit of the Andes, 6-wk
20+ days
20+ hours
10+ days
10+ hours
Peru: Sacred Mountains, 4-wk
5+ days
10+ hours
5+ days
5+ hours
6/28 – 7/28
15–17
p40
Peru: Sacred Mountains, 6-wk
10+ days
10+ hours
10+ days
5+ hours
6/28 – 8/8
16–18
p40
10+ days
20+ hours
5+ days
5+ hours
6/28 – 7/28
16–18
p41
Colombia: Stories of Peace & Resistance 14
HOMESTAY
AFRICA
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
Madagascar: Island of Diversity
10+ days
10+ hours
5+ days
10+ hours
Morocco: Crossroads of Mountains & Cultures
10+ days
15+ hours
5+ days
5+ hours
10+ days
10+ hours
3+ days
10+ hours
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
30+ days
60+ hours
5+ days
20+ hours
20+ days
20+ hours
10+ days
10+ hours
10+ days
30+ hours
5+ days
20+ hours
30+ days
30+ hours
5+ days
10+ hours
Nepal Semester: Himalayan Studies*
30+ days
40+ hours
20+ days
20+ hours
India Semester: Himalayas to the Ganges River*
30+ days
30+ hours
15+ days
20+ hours
20+ days
20+ hours
15+ days
20+ hours
30+ days
60+ hours
10+ days
20+ hours
30+ days
60+ hours
20+ days
10+ hours
20+ days
20+ hours
10+ days
10+ hours
20+ days
40+ hours
10+ days
10+ hours
30+ days
30+ hours
5+ days
20+ hours
SUMMER
Senegal: In the Shade of the Baobab Tree
GAP YEAR 3-MONTH SEMESTER China Semester: South of the Clouds* Mekong Semester: Tibetan Plateau to the Heart of Southeast Asia Myanmar Semester: Traditions & Transitions Indonesia Semester: Community, Culture, & Conservation
Bhutan Semester: Environmental Sustainability & Community Happiness Guatemala Semester: Spanish Language & Grassroots Activism South America Semester: Andes & Amazon* Madagascar Semester: Cultural & Ecological Diversity Morocco Semester: Ancient Cities to the Atlas Mountains West Africa Semester: Rhythms of Senegal
RUGGED TRAVEL
DEVELOPMENT STUDIES
DEVELOPMENT STUDIES
INDEPENDENT STUDY PROJECT
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
INDEPENDENT STUDY PROJECT
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
LOW EMPHASIS MODERATE HIGH EMPHASIS
DATES
AGES
PAGE
6/28 – 8/8
16–18
p44
6/28 – 7/28
16–19
p45
6/28 – 7/28
15–17
p47
DATES
AGES
PAGE
17–22
p50
17–22
p51
17–22
p52
17–22
p53
17–22
p54
17–22
p55
17–22
p56
17–22
p57
17–22
p58
17–22
p59
17–22
p60
17–22
p61
9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1 9/15 – 12/6 2/7 – 5/1
*Students participating on select Gap Semester programs (China, Nepal, South America, India) may choose to take courses for college credit (optional). Please give us a call for more information: 303.413.0822
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Bustling street corners. Steaming chai... ...A cacophony of engines, horns and vendors blend into the ambient hum that gives every conversation a sense of urgency and movement.
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ASIA IS CHANGING EVERYDAY.
Whether you’re in China, where suited entrepreneurs cut deals beneath billboards papered in Communist slogans, or in Cambodia, where monks might friend you on Facebook, the collision between traditions and modernity is evident at every turn. We invite you to join us in this exploration of culture and contrasts. In cities where cows share the bike lane and monkeys slide down the banisters. In mountains where holy men bless the dead and stand guard as vultures return their remnants to the sky. On rivers where pink dolphins swim free, and fishermen rise at dawn to drag their nets to shore.
will you?
Asia is enchanting and full of mystery. We go there... 
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CHINA MANDARIN LANGUAGE INTENSIVE 4-Week & 6-Week Summer Abroad Programs
AGES
Improve your Mandarin language skills through daily instruction in small, personalized classes; live with carefully selected homestays; engage in Independent Study Projects (ISPs).
June 28 – July 28 June 28 – August 8
15 – 18 16 – 18
LANGUAGE IN CHINA HAS ALWAYS BEEN A DYNAMIC AND POWERFUL
a rural homestay with farming families in
cultural influences, the voice of this great country speaks louder than ever before.
Lashihai, a traditional Naxi community situated
Dragons Mandarin Language Intensive course offers comprehensive instruction
at the base of the 18,360ft Jade Dragon Snow
through formal language classes, homestays and
Mountain. In this picturesque environment,
independent study projects (ISPs).
we learn more about China’s many ethnic
Our 4 and 6 week programs are based in Kunming, an accessible university city in the heart of China’s Yunnan Province. In a region renowned for its MONGOLIA
natural beauty and ethnic diversity—including the Naxi,
AS I A: S UM M ER
Tibetan, Yi, Mosuo, and Bai peoples—Kunming offers us
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BEIJING
XI ’A N
CHINA
LANGUAGE STUDY
ISPs
DEVELOPMENT STUDIES
minority groups and enjoy daily activities with locals. Students have the opportunity to continue their ISPs in Lashihai, perhaps foraging for medicinal plants, practicing martial arts, teaching English, or documenting their experiences through writing or photography. Mandarin Intensive students return home with increased confidence in their ability to communicate and navigate in a rapidly changing China.
in Kunming, students meet for 3–4 hours of formal Mandarin
TIGER LEAPING GORGE
instruction per day, with the option for 1:1 tutoring sessions in
LASHIHAI HONG KONG KUNMING
a home-base to build linguistic confidence and prepare for expeditions into more rural areas of southwestern China. While
HOMESTAY
We leave the busy streets of Kunming for
FORCE, a nd as we enter a contemporary reality of emerging powers and dominant
RUSSIA
INDIA
PROGRAM COMPONENT EMPHASIS
the afternoon for hungry learners. Homestay placements reinforce
“During my rural homestay I learned what it means to truly be part of a community, care for one another, and live with no boundaries...I'm so thankful for the opportunity
language acquisition, encouraging students to practice new vocabulary with their families in the evenings. QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
to live in an environment completely unlike my own.” —KYRA HAMERLING-POTTS
Right: Photos from Dragons archives
DAYS
DATES
Left: Eric Jenkins-Sahlin
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DESCRIPTION
CHINA THE SILK ROAD 6-Week Summer Abroad Program
41
DAYS
DESCRIPTION
DATES
AGES
Explore the diversity of China’s cultural traditions: live with herders on the Tibetan Plateau, cross the Taklamakan desert, discuss issues of religious plurality with monks and Imams.
June 28 – August 8
16 – 18 RUGGED TRAVEL
MORE THAN HALF OF CHINA’S LAND IS POPULATED BY LESS THAN 5%
TREKKING
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
“I never expected to have this much fun, and learn so
OF ITS POPULATION. Worlds away from Beijing, the far-western province of Xinjiang is a land where vast desert basins meet 20,000ft peaks; where Central Asian cultures
PROGRAM COMPONENT EMPHASIS
RUSSIA
much about the culture. I truly felt immersed.”
—CLAIRE NUSEKABEL
blend together. The adventuresome Silk Road itinerary engages students with diverse communities in western China—including Uyghur, Kyrgyz, Kazakh, Tajik, Mongol, Tibetan, Hui, and Han communities—while challenging
prayer reverberates from towering minarets. Donning our
Himalayas.
ruins of Turpan and the world-renowned painted caves
political representation, and
of Dunhuang. Overnight trains take us to the edge of
globalization.
the Tibetan Plateau, where we learn the basics of yak
the ancient perfumes of Silk labyrinthine bazaars and the call to
BEIJING XINING
CHINA
herding from Tibetan homestay families. Working our way East, we take in the markers of contemporary Han Chinese society with new eyes and a sense of wonder for the vastness and cultural difference that is today’s China.
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
INDIA
XI ’A N
ASI A: S UM M E R
cross the Taklamakan desert. We explore the ancient
Road merchants waft through
TURPAN
KASHGAR
Over the next month, we traverse the Tarim Basin and
issues related to human rights,
Our course often begins
URUMQI
the phenomenal beauty of this seldom-visited range in the
them to consider complex
in the oasis of Kashgar, where
MONGOLIA
packs, we ascend high into the Pamir Mountains, enjoying
19
CHINA T H E YA N G T Z E R I V E R 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Experience life in Asia’s largest river basin: live with families on the Tibetan Plateau, learn about interconnected environmental realities at the Three Gorges Dam, explore the world's largest port.
June 28 – July 28
16 – 18
PROGRAM COMPONENT EMPHASIS
HOMESTAY
RUGGED TRAVEL
DEVELOPMENT STUDIES
FROM ITS HEADWATERS IN THE HIGHLANDS OF TIBET TO THE DELTA
“I learned so much more on this program than I ever could in a classroom.
IN SHANGHAI, t his program follows the Yangtze River as it rushes nearly 4,000
Most importantly, this trip made me realize that there is so much to see in the world.” —NU XIONG
miles across southern China. This sinuous river has long shaped the region’s cultural traditions, agricultural practices, and industrial development; students on this course
and monks ascend to a Taoist monastery overlooking the city. We travel by boat 360
estimated 550 million people who live along the
miles downstream to the world’s largest hydroelectric project: The Three Gorges Dam.
Our course begins in the Tibetan Kingdom of
MONGOLIA
impact, and China’s age-old struggle to
pillars of local culture and pilgrims still arrive with
control water resources.
AS I A: S UM M ER
INDIA
20
homestay, we journey east through Sichuan Province, meeting with local farmers and environmental
CHINA NANJING CHONGQING
SHANGHAI
related to power generation, environmental
Amdo, where Tibetan Buddhist monasteries are the yak butter offerings each day. After our first rural BEIJING
Local experts provide insight into the myriad issues
activists in this renowned “Land of Abundance.” Our downriver journey takes us to Chongqing, a thriving city situated at the confluence of the blue Jialing River and
Continuing east, we pass through the cultural center of Nanjing, and eventually arrive in Shanghai. Standing on the docks of the world’s busiest port, we consider all that we’ve learned about the raw tensions
the golden Yangtze. Sitting on the banks, we watch as farmers
between tradition and modernity
haul cargo on bamboo shoulder poles, fisherman cast for carp,
represented by life along the Yangtze River.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Camille Albouy
banks of this vital waterway.
Left: Parker Pflaum; Eric Jenkins-Sahlin
RUSSIA
gain firsthand insight into the lives of the
E YA K
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B Y R YA N S U N G , S T U D E N T Dragons Princeton Bridge Year China
APPLES ON THE OUTSKIRTS OF KUNMING STANDS XUNING TEMPLE, A
When I finally admitted to her that we had never met before, she didn’t show
BUDDHIST PLACE OF WORSHIP SPLASHED WITH TANGERINE
disappointment, but rather smiled with the same enthusiasm from before and
GOLD, NAVY BLUE, AND A STRONG, BOLD RED. Adorning the temple
said “Enjoy them! They’re a gift.”
stands a massive golden Buddha, whose four faces watch in every direction the residents of the homogeneous, concrete dominoes below. Before embarking
After lunch, we were allowed to explore. I approached the central temple,
on what would be a month’s trekking into the rural Yunnan countryside, our
and was greeted by a friendly monk as humble in speech as he was in his
cohort reached the temple for a vegetarian lunch.
appearance, which consisted of plain yellow robes, worn sandals, and a shaved head. He gave me a warm welcome with his limited English, and in turn, and
With some time left before entering the dining hall, I stopped by a small
we spent some time conversing on complex theological topics with my solely
vendor’s stand, which I assumed sold Xuning souvenirs. I found instead that
conversational Mandarin. Before we concluded giving our formal farewells, the
it sold jewelry, but as to not offend and show complete disinterest, I did not
monk unexpectedly pulled out the latest Chinese smartphone from his robes
leave immediately. Running the stand was a woman in her golden sixties,
and said “Add me on WeChat!”
modestly dressed yet luxuriously welcoming. When I approached her, she unveiled a contagious toothy smile and excitedly said Hao jiu bu jian, “long
I left the temple now with four bright red apples, and my seventh friend on my
time no see!” She immediately reached for the box behind her, pulled out
Chinese social media account.
two bright, red apples, and handed them to me. Very much confused, I took the apples, uncertain on what to do with them. I had never been to either
Whether shop or temple, kindness was in no shortage in Kunming. After my
Xuning Temple or China, so I was certain I could not have met the
return to the city in October, I hope to be able to someday give away apples of
woman before. She began to speak enthusiastically to
my own; not with any particular underlying motive,
me about our supposed previous contact, but I had
but for the mere joy that comes with giving apples to a “long lost acquaintance,” or a monk
differed greatly to what I was used to.
with a new foreign friend on WeChat.
ASI A: S UM M E R
difficulty comprehending because her accent
Visit the Yak Board for course reflections from Dragons students past and present at YA K.WHER ETHER EB EDR AGON S.COM
21
CHINA CHANGE & TRADITION 6-Week Summer Abroad Program
AGES
Experience urban and rural realities in modern-day China: explore mega-cities and remote mountain villages; discover the ethnic tapestry that is modern China.
June 28 – August 8
15 – 17
herders; we visit serene monasteries
TO REALIZE THAT EVERYTHING IS CHANGING AT WARP SPEED. Old
and booming mega-cities.
Buddhist monks read ancient texts from iPads. Millions of rural farmers now work in the city to support their families. The RUSSIA
AS I A: S UM M ER
INDIA
22
BEIJING
we discover the extent of diversity. We witness the Chinese peoples’ amazing
race to keep up with 1.4 billion people on the
capacity to adjust and
move. If you want to understand the world we
adapt, and with each new
comprehensive survey of modern China and part
DEVELOPMENT STUDIES
by foot, train, bus and boat,
airports is underway virtually everywhere, in a
This program is Dragons version of a
HOMESTAY
As we travel across China
construction of new highways, rail lines, and
live in, you have to understand China.
MONGOLIA
CHINA
RUGGED TRAVEL
WHEN YOU VISIT CHINA FOR THE FIRST TIME, IT DOESN’T TAKE LONG neighborhoods of wooden houses are demolished to make way for 80-story buildings.
PROGRAM COMPONENT EMPHASIS
experience we take on, we challenge ourselves to do the same.
of what makes it unique is that our journey changes
XI ’A N
each year as we encourage our instructors to explore
CHENGDU
LASHIHAI KUNMING HONG KONG
new areas and interests with their intrepid students. Our
“This summer was one of the best (if not the best) I have ever had. It opened up a whole
journey includes a broad survey of contemporary realities:
new world to me, one of exploration and independence and risk taking, that I do not
we trek beyond roads and learn about life for people on
have access to at home...This trip has made me want to become a traveler.”
the periphery; we follow the daily routines of farmers and
— M AT T H E W K AT Z
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Parker Pflaum; Photo from Dragons archives
DAYS
DATES
Left: Photo from Dragons archives; Ming Jiu Li
41
DESCRIPTION
MEKONG F R O M H O LY M O U N T A I N T O H I D D E N K I N G D O M 6-Week Summer Abroad Program
41
DAYS
DESCRIPTION
DATES
AGES
Discover the economic, environmental, and cultural mosaic of China and Laos by exploring the communities and landscapes along the Mekong River.
June 28 – August 8
16 – 18
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
FROM THE BASE OF SACRED KAWAGEBO MOUNTAIN THE MIGHTY
jungle streams. We explore the Mekong river as a
MEKONG RIVER COURSES THROUGH GORGES AND MEGA-DAMS,
natural resource and, perhaps more importantly, as
GRADUALLY WIDENING INTO THE TROPICAL
a cultural symbol: In China, it is seen as an untamed
RAINFORESTS OF LAOS. The Mekong program splits time between China's Yunnan province and northern
economic stability.
Laos, live with artisan families in the tranquil UNESCO
gathers Himalayan glacial springs, and
World Site of Luang Prabang, and interact with
in Laos, where the Mekong basin swells into
inspiring activists in Vientiane, Laos’ capital-village. Offering students an opportunity to explore the region through a transnational lens, the Mekong summer program delves into the economic, environmental, and cultural mosaic of Laos and China.
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
SHANGRI LA KUNMING
INDIA
JINGHONG LUANG NAMTHA LAOS
LUANG PRABANG
VIENTIANE
ASI A: S UM M E R
Plateau where we meet the river as it
from the highlands toward the Golden
CHINA
waterfalls dripping off sacred Kawagebo Mountain, trek into the sparsely inhabited rainforests of northern
Triangle. Our second three weeks are spent
MONGOLIA
We live with Tibetan families, hike to glacial
Our course begins on the Tibetan
tumbles southward. Here in China our
RUSSIA
known as the Mae Nam Khong, or Mother Mekong—
landscapes, spiritual traditions, and
first three weeks are spent descending
FOCUS OF INQUIRY
while in Laos it is nothing less than a living deity— and a critical source of sustenance, divinity, and
the Mekong River.
COMPARATIVE RELIGION
power source to be harnessed to fuel development,
Laos as we explore the diverse critical issues connected to life along
HOMESTAY
23
CAMBODIA P E A C E - B U I L D I N G & C O N S E R VAT I O N 4-Week Summer Abroad Program
AGES
Examine issues of human rights and international development: engage in the optimism of Cambodian youth, unpack the legacy of the Khmer Rougen and explore Buddhism firsthand.
June 28 – July 28
16 – 18 HOMESTAY
KNOWN FOR THE INCOMPARABLE RUINS OF ANGKOR WAT, CAMBODIA IS
who call one of Asia's hippest
A COUNTRY THAT EVOKES IMAGES OF OVERGROWN JUNGLE TEMPLES,
emerging cities home.
ROBED MONKS, AND LUSH RICE FIELDS. Our course begins in the overgrown
the coastal village of Kampot,
wonders of a culture that ruled much of Southeast Asia for nearly a thousand years.
where we engage in a
Here we explore the storied ruins to discover the traditions that have endured
community-run mangrove
throughout the centuries of changing power.
restoration project and delve
Continuing past the floating villages of Lake Tonle Sap, we gain insight into the effects of upriver dams on the
THAIL AND
L AOS
ecology of Cambodia’s largest body of freshwater
AS I A: S UM M ER
and discuss environmental issues that are critical
24
to Cambodia’s food security.
CAMBODIA
FOCUS OF INQUIRY
into colonial history. We celebrate the final days of our course reflecting with group members near the white sand beaches of Rabbit Island.
capital of Phnom Penh. Here we confront the atrocities of the Khmer Rouge genocide, build
“The walls that humans put up between countries, made up of money, skin color
empathy with the Cambodian people, and gain PHNOM PENH
VIETNAM KEP
COMPARATIVE RELIGION
Our course continues onto the bustling
SIEM REAP
B AT TA M B A N G
DEVELOPMENT STUDIES
Finally we make our way to
temples of Angkor civilization which hold the secrets to the ecological and architectural
CHINA
PROGRAM COMPONENT EMPHASIS
and language are meaningless. Our experiences shape the way that we see the world,
context around Cambodia’s present-day political landscape. We meet with activists and artists
but we are unified on the basis of compassion, love and a thirst for knowledge.”
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
—OONA McDOWELL
Right: Photos from Dragons archives
DAYS
DATES
Left: Photos from Dragons archives
30
DESCRIPTION
M YA N M A R VISIONS OF DEMOCRACY 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Explore one of Asia’s last frontiers: hike between the serene farming communities of Shan State, build core competencies in learning service, learn the tenets of Theravada Buddhism.
June 28 – July 28
17 – 20
TRANSITION. INSPIRATION. DEVOTION. Myanmar is a nation of warmth, beauty,
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
LEARNING SERVICE
COMPARATIVE RELIGION
“I loved the fact that we were given the opportunity to choose
and complexity. Through numerous engagements with development professionals, youth
a service site to work at independently. I think that is an
activists, and NGOs, we uncover significant pieces of the puzzle of Myanmar. Our journey
opportunity few students have in foreign countries.”
begins in Bagan, where we watch the sunrise over the majestic Irrawaddy River and
DEVELOPMENT STUDIES
CHINA
—ALEXANDER WEISMAN
cycle among golden-spired temples in a vast complex of ancient pagodas. Next we travel to Sagaing, the spiritual heart of Myanmar and center of the country’s Buddhist faith. We come to rest in one of the 500 monasteries scattered over the hills, and delve into Buddhist learning alongside local practitioners.
Next we enjoy a four-day trek through the unforgettable patchwork fields of Shan State. By day we hike through farms of ginger, peppers, and grain; at night we bed down in the
where Dragons students will have the opportunity to teach in a school that services disadvantaged students and volunteer with an organization that promotes sustainable approaches to local development.
K ALAW
LAOS
From here, some groups choose to travel to Naypyidaw have ventured into the Irrawaddy Delta to discover how local farmers are creatively dealing with water scarcity.
Concluding the course in Yangon, we wander
among the most striking Buddhist stupa in the world, Shwedagon, and get a glimpse of the bustling former colonial capital of Yangon through the eyes of young politicians, activists, and artists.
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
YA N G O N
MAWLAMYINE
ASI A: S UM M E R
begin our first learning service project
BAGAN
welcoming stilted houses of our village hosts. to learn about the transition from a military state; others
Pressing even further east we
M A N DA L AY
M YA N M A R
THAILAND
25
E YA K
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BY LARKIN BARRON, STUDENT Indonesia Semester
DEAR HOME Dear Non-Quick Dry Clothes, I don’t even remember what you feel like. My shoulders and knees are so used to being covered, the idea of wearing shorts is almost scandalous. I have so much respect for the strong women and men who are able to wear jeans, long sleeves, and head scarves in this kind of heat. That’s some kind of devotion.
Dear Friends, I think of you and smile. Dear Home, I have come to believe that you, home, are a deceptive concept. If home was just one thing then, to me, it could never be a house. I think that it must instead be a state of heart. Not a state of mind or state of being, but a way that your heart feels when you are given ease and joy by your surroundings. That moment when the smile comes from the inside, the outer shells collapse and you
from these chili-filled, rice-mounded bowls of deliciousness. Food styles so
know, in your heart, that you are home. I have had to say goodbye to you Bed,
different I can’t even compare, though I’m starting to realize that not only is it
Shower, Phone, Kitchen, Clothes, Friends. I chose to do this not out of spite but out
possible to eat rice three times of day, but it is, in fact, a cultural expectation.
of an inner compulsion to stretch my boundaries. To expand my mind. To fill my
Dear Bed, You are so much more comfy than I ever appreciated. How could a simple mattress, so much more than 2 inches of padding on a wooden panel, bring so much joy? How I long to sink into your welcoming folds and lie there till all exhaustion has fled from my body and mind. I would jump on you… or just fall asleep. Bed, I miss you most.
heart with the sights and sounds of the unknown, even if it meant squat toilets and bucket showers and fleets of loud motorbikes, or a new language and a new diet and a new state of being. I did it because sometimes one home isn’t enough, and when the heart says it’s time to go exploring, well, who am I to disagree. So, home, I have left you behind.
But in many ways, in almost all the ways maybe,
Dear Shower, Sorry to say it, but I’ve actually replaced you. Yeah, I mean hot water can be nice, maybe calming, maybe relaxing, but I honestly enjoy cold water in a bucket. I’ll pour it over my head slowly and feel cleaner than I ever did with your
Larkin
Dear Phone, Okay. There are times when I wish I could escape to Facebook. Music I especially miss. I wish I was able to use GPS, but sometimes in order to see more you must carry less. I’m relieved not to have you. Distraction, I think, would only be degenerative. I don’t want to be stopped from living fully. I don’t want to miss a flash of color or smell of spice. Any moment lost could be a lifelong memory missed. Visit the Yak Board for course reflections from Dragons students past and present at
26
Love,
YA K.WHER ETHER EB EDR AGON S.COM
Left: Celia Mitchell
AS I A: S UM M ER
electric spigot. Although—I never was this hot and sweaty at home.
I haven’t left home at all.
Right: Beatriz Schaver Eizaguirre; Photo from Dragons archives
Dear Kitchen, The tastes you’ve given me throughout my life are a world away
INDONESIA C O M M U N I T Y & C O N S E R VAT I O N 6-Week Summer Abroad Program
41
DAYS
DESCRIPTION
DATES
AGES
Experience the most diverse archipelago on Earth: live with sea nomads, harvest coffee, and learn about efforts to protect the world’s most extraordinary coral reefs.
June 28 – August 8
16 – 18
COMPRISED OF OVER 17,000 ISLANDS AND 700 LIVING LANGUAGES, INDONESIA
CHINA
IS HOME TO THE HIGHEST LEVEL OF
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
“To me, the most special component of this trip is the environment Dragons has co-created with the Indonesian communities...This environment not only fosters, but more importantly promotes the formation of real
BIODIVERSITY OF ANY NATION. Whether hiking
relationships between homestay families and Dragons students. ”
through the rainforests, spearfishing with your homestay
—SEAN DOHERTY
father, or examining gender roles in the world’s most MANADO
BORNEO
your worldview and stimulate your senses. Arriving
LUWUK
TA N A TO R A JA
populous Muslim nation, Indonesia is sure to challenge
MOROWALI
first in Yogyakarta, students dive headlong into Javanese culture, working with street artists, attending shadow-puppet performances, and studying the basics
MAKASSAR
UBUD, BALI
of the Bahasa Indonesian language.
open ocean and spend the majority of their lives on the water. We embrace their unique lifestyle, snorkeling over fragile reefs, attending indigenous ceremonies, and learning about
FLORES
We then head east to the island of Flores, where students live in the pastoral village of Langa. We meet with local coffee producers, hike up dormant volcanoes, and learn about local religious traditions with our gracious hosts. A few flights and boats take us AUSTRALIA
to the archipelago of Wakatobi, home to the Bajau
conservation initiatives from local leaders. As we engage with the diverse peoples of Indonesia, we begin to understand that our definition of “community” extends far beyond the people in our own towns. Diverse experiences help expand our worldview and encourage us to be more mindful of the interconnected relationships.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
ASI A: S UM M E R
INDONESIA
people, or the “sea nomads.” The Bajau build homes over the
27
THAILAND THE SPIRIT OF GRENG JAI 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Explore the idea of reciprocity: participate in hands-on learning service projects, live with hill tribe communities, and study Theravada Buddhism along Thailand’s exquisite coast.
June 28 – July 28
15 – 17
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
LEARNING SERVICE
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
CHINA
FROM THE VERDANT MOUNTAINS AND
MYANMAR
RICE PADDIES OF THE NORTH TO THE L AOS
BUZZING METROPOLIS OF BANGKOK,
U B O N R ATC H ATA N I
THAILAND BANGKOK
CAMBODIA
LEAVES ONE ENCHANTED AND YEARNING
AS I A: S UM M ER 28
Moving far to the east, to the Khorat plateau, we find ourselves in Thailand's
TO EXPLORE THE NEXT WONDER. Our program
agricultural heart, Issan province, living with families in a village relocated from the
begins in the Kingdom of Siam’s first capital, Sukhothai.
reservoir created by a hydroelectric dam. Amid paddies and glittering Buddhist
Here students orient to the cultural, spiritual, and culinary
temples, we explore some of the dichotomies
nuances of the Land of Smiles before entering into a
that come with living in a region experiencing
Theravada Buddhist monastery for a meditation retreat.
rampant development while maintaining
We then move further north into the mountainous hill tribe KRABI
—T H A I L A N D G R O U P J O U R N A L
THE STAGGERING BEAUTY OF THAILAND
SUKHOTHAI
INDIA
I can truly say that I have been to paradise.”
regions near Chiang Mai, where we hike from village to village through tea plantations and coffee fields staying with ethnic minority community to catch a glimpse into their traditional way of life. Continuing north, we stay at an eco-village where we study
ritual and custom. Our Thailand journey culminates with a few day’s exploration of the country’s colorful and bustling capital, Bangkok, where we say goodbye to
permaculture and sustainability practices. We learn about seed banking,
Southeast Asia amid the wild sprawl
traditional organic farming, adobe building, natural medicines, and rice
and awe-inspiring skyline of one of the
cultivation in a valley surrounded by picturesque national parks.
world's great alpha cities.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Chelsae Ferrell
CHIANG MAI
Left: Photos from Dragons archives
MAE HONG SON
“The jungle came right up to the sand and the water was so calm and clear.
B H U TA N H A P P I N E S S I N T H E H I M A L AYA S 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Explore a Himalayan culture where “happiness” has become a measure of national development. Homestays and intimate community connections help unveil unique Buddhist worldviews.
June 28 – July 28
15 – 18
IN A COUNTRY WHERE THE PHRASE CHINA
TIBE T
NASPE
THIMPU PARO
URA
B H U TA N
philosophies impact people’s daily choices. Through listening to both local villagers and
METRICS FOR DEVELOPMENT, B hutan
professional academics, we gain insights
encourages us to ask what we can learn about
to perspectives on the environment, our
own quality of life. Our journey into the Himalayan nation of Bhutan gives us rare access to the
organism. Since the arrival of television in 1999 and a cascade of global influences, Bhutan has experienced a steady increase in foreign tourism which contradicts long-held traditions. How can we understand the pressures and adaptations of Bhutanese culture in the face of a globalizing world? In our questioning and exploration of Bhutan, we hope to find a better
histories, and folk tales to understand different
understanding of the worldviews and assumptions that
ways of viewing our existence on this planet.
shape our lives and happiness back home.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
ASI A: S UM M E R
We learn how Buddhism, as the state religion, has had deep social impacts, particularly on the creation
will also delve deeply into Buddhist philosophy,
FOCUS OF INQUIRY
of the earth as an interdependent
natural world.
preservation, and sustainable development. We
COMPARATIVE RELIGION
role in conservation, and the concept
us to reevaluate commonly held notions of our role in the
of unique government policies on conservation, BANGLADESH
DEVELOPMENT STUDIES
We seek to understand how these embodied
“GROSS NATIONAL HAPPINESS”
sacredness in the vast and wild landscapes, challenging INDIA
HOMESTAY
LANDS ITSELF ON A LIST OF KEY
notions of "happiness" as contributors to our PUNAKHA
PROGRAM COMPONENT EMPHASIS
29
N E PA L T R A D I T I O N S O F T H E H I M A L AYA S 4-Week Summer Abroad Program
AGES
Discover the mysticism of the Himalayas: experience life in remote communities, participate in a meditation retreat, and study traditional arts with local masters.
June 28 – July 28
16 – 18
C Hmountain INA
SINCE ANCIENT TIMES, TRAVELERS, MONKS,
TIBE T DELHI
N E PP OAK LH A R A
MERCHANTS, POETS, ARTISTS, AND WARRIORS K AT H M A N D U
BHUTAN PATA N
INDIA
HAVE PASSED THROUGH KATHMANDU DURING THEIR
JOURNEYS ACROSS THE GREAT HIMALAYAN RANGE.
HOMESTAY
AS I A: S UM M ER
FOCUS OF INQUIRY
Here we learn the daily rhythms of agricultural life and have the chance to talk to local
across the Himalayan region all peacefully co-exist in the peaks
pressing global concerns such as climate
and valleys of this dynamic country. Nepal’s rich cultural diversity
change and foreign aid.
provides a strong foundation for a larger conversation about the
30
COMPARATIVE RELIGION
subsistence farmers in the Himalayan foothills.
people about their lived experience of
Our program weaves a path between rural and urban
ISPs
valleys, before settling into a homestay with
Some never left, and today a multitude of ethnic groups from
underpinnings of identity, community, and spirituality.
PROGRAM COMPONENT EMPHASIS
For the comparative religion aspect of this course, we explore the intertwined religions of Hinduism and Buddhism and also
environments and different religious communities as we explore
go on a short meditation retreat, where we have
how ancient traditions can survive in a rapidly developing
the chance to fully immerse ourselves in monastic life.
society. During our time in the Kathmandu valley, we meet with
We learn about the foundations of Buddhist philosophy from a learned monk and
local activists and experts who share their insights on Nepal’s history, politics, and
participate in a spiritual practice that is both informative and deeply introspective.
culture. They also offer a unique perspective on the socio-political complexities facing a newly-democratic Nepal, and challenges the 2015 earthquake continue to pose to
“Nate scored his trip an “11” on a scale of 1-10. He arrived home dirty and smelly, but more
Nepali society.
mature, thoughtful and with a greater understanding of that part of the world.”
Moving into rural Nepal, we get the opportunity to trek through stunning mountain
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
— PA R E N T O F N AT E Z U C H E R
Right: Christina Rivera Cogswell; Photo from Dragons archives
DAYS
LEH
DATES
Left: Benjamin Felser; Maria Xu
30
DESCRIPTION
E A S T E R N H I M A L AYA S WEST BENGAL TO SIKKIM 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Experience the mysticism of remote mountain communities: work with local artists and healers, and gain insight into the myriad spiritual traditions of the Eastern Himalaya.
June 28 – July 28
17 – 20
PROGRAM COMPONENT EMPHASIS
HOMESTAY
DEVELOPMENT STUDIES
ISPs
COMPARATIVE RELIGION
NESTLED DEEP IN THE EASTERN END OF THE
“You gave me such an opportunity this summer, not just to travel to this magical place, but
GREAT HIMALAYAN MOUNTAIN RANGE, WEST
something to hold on to that has sparked a new light, purpose and ambition in my life.”
CHINA BENGAL
AND SIKKIM ARE INDIAN STATES THAT SIT
— B R I G E T T E B A R N AT O
SNUGLY BETWEEN NEPAL AND BHUTAN. The tension between modern influences and traditional values is strikingly apparent in TIBET DELHI
NEPAL
KANCHENJUNGA GANGTOK DARJEELING
apprenticeships with artists, musicians, healers, cultivators,
this region, as various ethnic groups work
and practitioners of Hinduism, Buddhism, and types
to safeguard their heritage amidst the
of shamanism. We delve more deeply into
draw of globalization. Dragons students
Buddhism by sitting in meditation for a short
engage with local communities and explore ancient Buddhist and Hindu traditions, gaining insight into the age-old wisdom that has held Himalayan people together for centuries.
retreat at a local monastery, complementing our more theoretical understanding of the religion with personal practice. Heading further into the Himalayas,
Our course begins in northern West Bengal, an area— renowned for its fine tea—that serves as an introduction to the cultures and traditions of the region. Amidst verdant hills of tea waiting to be picked, we learn about the living blend of religious and cultural traditions which rival the beauty of the landscapes.
students witness Sikkim’s incredible biodiversity, with day hikes through lush forests with potential views, when monsoon rains abate, of Mount Kanchenjunga, the world’s third highest peak.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
ASI A: S UM M E R
INDIA
BHUTAN
In Kalimpong, we live with homestay families and work with local mentors, taking up
31
NORTH INDIA ROOF OF THE WORLD 4-Week Summer Abroad Programs “I have to commend your instructors again—all 3 of them were absolutely amazing…They were inspiring and we truly appreciate the positive influence they had on our daughter.” — P A R E N T O F L I LY H I M M E L M A N
30
DAYS
DESCRIPTION
DATES
AGES
Examine diverse Himalayan cultures, explore Tibetan Buddhist traditions, and trek amongst the awe-inspiring mountains and communities of Ladakh.
June 28 – July 28
16 – 18
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
TREKKING
COMPARATIVE RELIGION
DEVELOPMENT STUDIES
CHINA
DELHI
INDIA
NEPAL
at night. As we hike through this rugged
MILES FROM PAKISTAN TO CHINA,
landscape, we pass small communities—
THE HIMALAYAN RANGE BOASTS HALF
nomads, herders, farmers, and devoted
THE WORLD’S HIGHEST MOUNTAINS.
practitioners of Tibetan Buddhism—
Clinging to the far western flank of the Tibetan
often learning as much about our
plateau, jagged peaks and windswept valleys have
physical potential as we learn about
largely preserved the local cultures of Ladakh. Our
new ways of life. We trek deep into
exploration begins close to the regional capital
glaciated valleys, passing through tiny
of Leh, where we learn language basics, explore
hamlets following follow remote herders’
AS I A: S UM M ER
pastoral communities, and acclimatize to the 11,500ft
32
trails and climbing up to seldom-visited
elevation. We explore local issues through the eyes
monasteries on faraway hilltops. As we pass
of our Ladakhi peers, who share their firsthand
through some of the world’s most breathtaking
experience of the tension between preserving the
mountains, we stay in family homes in tiny villages, sharing meals and learning about
traditional Ladakhi heritage and environment and the
village life, or we pitch tents and sleep outside under the brilliant blanket of stars. Our
shifting cultural, ecological, and economic patterns
homestay families live as they have for centuries, sustained by limited farming, yak and
within the region.
sheep husbandry, trade, and the patronage of monasteries. The North India course is a
Amid the breathtaking Indian Himalayas, students experience unparalleled mountain scenery as they cross snow-covered passes by day and zip into warm sleeping bags
window into diverse Himalayan cultures and landscapes, as the region adapts to both challenging environmental and political climates.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Caleb Brooks; Cara Starnbach
TIBE T
PA K I S TA N
STRETCHING MORE THAN 1500
Left: Caleb Brooks; Photo from Dragons archives
LEH
NORTH INDIA IDENTITY IN EXILE 6-Week Summer Abroad Program
42
DAYS
DESCRIPTION
DATES
AGES
Examine the roots of Tibetan identity: join refugee communities for a learning service project, discuss climate change in the Himalayas, and trek into Ladakh’s sacred high peaks.
June 28 – August 8
17 – 20
PROGRAM COMPONENT EMPHASIS
HOMESTAY
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
FOCUS OF INQUIRY
CHINA LEH
DHARAMSALA
TIBE T
PA K I S TA N DELHI
INDIA
NEPAL
FOLLOWING THE DALAI LAMA’S ESCAPE
learning service project with Ladakhi peers at a
IN THE WAKE OF POLITICAL VIOLENCE
sustainable student-run campus.
IN TIBET, t housands of devout followers traced
On the Identity in Exile course, we sit
their leader’s path, seeking refuge in India, Nepal,
before Buddhist philosophers, climate-
and Bhutan. Dharamsala, nestled along the western
scientists, and scholars who present on
edge of India’s Himachal Pradesh, was eventually
their traditions, as well as the shifting
established as the seat of His Holiness’ exiled
cultural, ecological, and economic
government. To this day, it is a place where the
patterns within the region. We marvel
traditions of Tibetan language, traditional medicine,
at Ladakh’s stark mountains and starry
art, and spirituality are studied, preserved, and upheld.
night skies on an 8 day trek through the iconic Markha Valley, visiting herding
perseverance and a message of hope and compassion.
encampments and hanging prayer flags as
In Dharamsala we stay in a Buddhist monastery to better
we cross high passes.
understand the basic tenets of Buddhism before moving on to live with Tibetan refugee families, work in the fields, and attend classes at the Tibetan Institute of Performing Arts. Our exploration of Tibetan culture continues as we travel north to Ladakh, often
“This experience was simultaneously vast and deeply personal. I couldn't be more grateful for the chance to grow and question and laugh and explore surrounded by people that competed in beauty and grace with the mountains around them.”
known as “Little Tibet”. We immerse ourselves in the local culture by engaging in a 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
—HELENA THOMAS
ASI A: S UM M E R
It is a place that inspires with stories of struggle and
33
Take three coca leaves between your fingers and bless Pachamama.
34
L AT I N A M E R I C A IS ALIVE WITH THE COLOR OF CHANGING TRADITIONS.
Plant a row of seedlings to ensure next year’s harvest. Crest a 15,000ft pass and give thanks to the Mother Earth. Float by canoe along tropical waterways in the embrace of the jungle. In the folds of the Andes, Quechua communities are learning to cope with the impacts of climate change while staying rooted to traditional ways of life. In Central America, Mayan communities listen to Reggaeton while weaving patterns handed down from centuries past. These landscapes and stories impart valuable lessons about globalization, indigenous identity in our modern world, and natural resource use in some of the most diverse pockets of our planet. Latin America is a land of movers and shakers, of sacred peaks and vibrant community systems, of rhythm and color. Whether you’re interested in learning more about the silver mines in Potosí or the rhythms of marimba in Guatemala, Latin America is a landscape rich with beauty, complexity, and transformation. In Latin America, we are students of community reinventing itself…
are you?
35
G UAT E M A L A S PA N I S H L A N G UAG E I N T E N S I V E 4-Week & 6-Week Summer Abroad Programs
AGES
Investigate issues of social justice amidst Guatemala’s diverse landscapes and communities while improving your Spanish language skills through personalized instruction.
June 28 – July 28 June 28 – August 8
15 – 17 16 – 18
OUR GUATEMALA COURSE OFFERS THE PERFECT MELD OF INTENSIVE
Todos Santos. Hidden in the clouds, Todos
LANGUAGE INSTRUCTION, LEARNING SERVICE, AND HANDS-ON
Santos is a mystical mountain town that
EXPERIENTIAL LEARNING. Known as the “land of eternal spring,” Guatemala is a
challenges definitions of “traditional”
country where towering volcanoes cradle the rich cultural heritage of the colorful and
and “modern.” While continuing with
L AT IN AM ER IC A : SU M MER
resilient Maya people. Through this lush and textured land we
36
travel to remote communities to study under professional
ME XICO
Spanish instructors in personalized one-on-one lessons while engaging in authentic homestays and meaningful community-driven learning service projects.
TIKAL
BELIZE
TODOS SANTOS
HOMESTAY
LANGUAGE STUDY
LEARNING SERVICE
FOCUS OF INQUIRY
our Spanish language instruction, we meet with shamans and healers, learn traditional cooking, volunteer in local schools, and receive instruction in weaving and marimba.
We begin our course in Pachaj, a small mountain
We then wind our way into the protective
community nestled in the pine forest outside of
folds of the Cuchumantes Mountains to the
Guatemala’s second biggest city, Quetzaltenango. In
community of San Juan Cotzal. Here we join our homestay families in the fields as
Pachaj, we live with generous homestay families, enjoy
they plant their food staples of beans, corn, and squash. Our comprehensive journey
one-on-one Spanish language instruction, and volunteer
COBAN
PROGRAM COMPONENT EMPHASIS
concludes with a few days in the spectacular colonial capital of Antigua.
with the Chico Mendes Reforestation Project. G UATE M A L A SANTIAGO ATITL A N
After a three-day trek from Quetzaltenango to Lake
“We sent our son to Guatemala as a teenager, and he returned as a Spanish-speaking,
Atitlan and a visit to the Mesoamerican Permaculture
thoughtful, sensitive and appreciative young man; a powerful evolution!”
Institute, we travel to the highland community of
SAN LUCAS TOLIMÁN
EL
SALVADOR
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
— R O B I N F E L L , PA R E N T
Right: Mitch Haddad
DAYS
DATES
Left: Photos from Dragons archives
30/41
DESCRIPTION
E YA K
AR
D•
•FRO
B O
M
TH
BY CAROLINE FENELON, STUDENT Guatemala Semester
A NEW VIEW ON SERVICE CHOOSING TO DEFER FROM COLLEGE AND TAKE A GAP YEAR IS A MAJOR
how to construct a solar composting latrine. While our friends at IMAP led the construction
ABNORMALITY FROM WHERE I COME FROM. The situation was prompting
of the latrine, we helped where we could—from mixing cement to carrying rocks—all while
questions upon questions: What is a gap year? What do you mean you are not going to
taking detailed notes. We were not imposing our building techniques on the locals. No,
college next year? What will you be doing?
they were teaching us.
How do you begin to explain a Dragons course to anyone? I told these people that I would
The reason why we spent that week learning was actually so we could later act as a
be living in homestays in Nicaragua, El Salvador, and Guatemala and learning Spanish.
bridge. Luis, a few weeks prior, had received a call from the leader of a women’s weaving
Then, I would pause for their reaction: Wouldn’t you be taking Spanish classes in college?
cooperative who inquired on how to get into contact with IMAP to learn how to build a
“Well, yes, but I will also be volunteering.” With that word, “volunteering,” the doubter’s face would light up with a more approving expression of understanding. I was always hesitant to throw around that word (volunteering) because I deliberately did
solar composting latrine. It hit Luis—why not have our group use the skills learned working at IMAP to construct a latrine with the weaving co-op? That is exactly what we did.
not choose a program that’s main focus was service. Yet it was as though because I was
Though those two weeks ended up being focused on
traveling to developing countries, everyone expected me to volunteer—like if I was not
construction, or what many would label as “service,” in reality, we were working and learning side by side our
going to volunteer, I was doing something wrong, being selfish.
I remember being welcomed with open arms into families’ homes; I remember studying Spanish in a thirty-six family town; I remember learning so much about local cultures and life in general from the many characters we met along the journey.
transmitting information from one local institute to another one that had asked for it. It all made me start to think about how I am going to
We have encountered this legendary “service” element on this course; yet the “volunteer work” has been vastly different from what might be imagined. We did not come into a town with the mentality that we were there to help and teach the “less fortunate” how to construct “superior” buildings or live in a “better” way.
explain the past three months when I return home. I could boil the adventure down to being described simply as service work; people would probably be impressed. But the lessons I have learned, and relationships I have formed, go so much deeper. So no, these past three
For example, in our first “service” oriented week, we partnered with IMAP (the Meso-
months have not revolved around service work, and I
American Permaculture Institute), a Guatemalan-founded and run organization, to learn
am not ashamed of it.
LATI N A ME R IC A : S U MM E R
When I recall the past three months, I do not immediately think of volunteer work. Instead,
Guatemalan friends doing what we could to act as a bridge—
Visit the Yak Board for course reflections from Dragons students past and present at YA K.WHER ETHER EB EDR AGON S.COM
37
NICARAGUA COMMUNITY IN ACTION 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Improve your Spanish through daily instruction and learn the history of grassroots activism in some of Central America’s most socially engaged communities.
June 28 – July 28
16 – 18 HOMESTAY
CENTRAL AMERICA, A NARROW STRIP OF LUSH JUNGLES AND FIERY
LANGUAGE STUDY
LEARNING SERVICE
DEVELOPMENT STUDIES
“There have been so many different vibes and opportunities in just one month. I can
VOLCANOES, i s a melting pot of cultural and biological diversity. At its heart lays Nicaragua, the “land of lakes and volcanoes,” and a hotbed for innovative
PROGRAM COMPONENT EMPHASIS
safely say that this course is unlike anything I’ve ever experienced.”
—ELLA PEPPER
community response to the rapid changes of globalization.
38
(ISPs), with options to play music with a
our Nicaragua program allows students to learn directly from
local band, act with a socially conscious
community activists, farmers, and NGOs working for social justice
theater troop, learn to cook with a giant
and sustainability.
O COTA L ESTELÍ
adobe oven, or take advantage of other
Our journey begins in the picturesque colonial city of Esteli,
M ATAG A LPA
NICARAGUA
LEÓN
intimate homestays, and exceptional language instruction,
MANAGUA
GRANADA
afternoons, we study Spanish with
enjoying the warm hospitality of carefully selected homestays.
professional teachers before cooling off
We then travel to the island of Ometepe, where we summit the
in thunderous waterfalls. After heartfelt
Concepcion volcano and visit lush coffee and banana plantations that skirt its base. Moving on to the highlands of Nicaragua, we settle COS TA
RIC A
myriad learning opportunities. In the
where we deepen our understanding of Spanish language while
into the hamlet of El Lagartillo for a two-week homestay. Local families invite us into their warm, solar-powered homes, share meals and discuss their visions for a brighter future.
goodbyes, we travel south for a learning service project with Los Quinchos, an organization that takes children off the streets of Managua. Nicaragua will capture our hearts and minds with its overwhelming hospitality and hopeful visions for the future.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Moriah Kofsky; Photo from Dragons Archives
HONDUR A S
Students dive into independent study projects
Left: Photos from Dragons archives
L AT IN AM ER IC A : SU M MER
With an emphasis on community-based learning service,
“I looked for a course that would challenge me physically, emotionally, mentally yet still teach me about the world. Well I found it.” —JAMES TEJERA
BOLIVIA SPIRIT OF THE ANDES 4-Week & 6-Week Summer Abroad Programs
30/41 DAYS
DESCRIPTION
DATES
AGES
Immerse yourself in the Andes: perform ritual mountain ceremonies, trek over snow-swept passes, and discuss the impacts of climate change with local communities.
June 28 – July 28 June 28 – August 8
17 – 19 17 – 19
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
KNOWN AS A LAND OF EXTREMES, BOLIVIA IS HOME TO SOME OF THE
on a four-day trek in the snow-capped Cordillera Real range, descending into the
MOST STAGGERING CULTURAL AND ECOLOGICAL DIVERSITY ON THE
dense cloud forests on the edge of the Amazon Basin. Observing striking ecological transitions, we traverse an original Incan roadway that once
language groups, vast mountain ranges,
served a an important trade route between the high
dense Amazonian jungle, and a shifting
Andes and the tropical cloud forests below. Our
socio-political landscape, Bolivia provides
journey takes us along the base of snow-
a panorama for students to explore the links BR A ZIL
between past and present in the heart of South America. Students integrate into several local
CORDILLERA APOLOBAMBA
communities through extended homestays, focused
S O R ATA
language study, and direct engagement with local
L A PA Z
activists and landscapes
COCHABAMBA CORDILLERA REAL
BOLIVIA
culture in the Yungas region. Our final excursion takes us south landscape home to unique flora and
in a small Quechua farming community. Students enjoy
fauna, aquamarine lagunas, and the largest reserves of lithium on the planet.
House while learning about the vibrant history of grass-
ARGENTINA
and into the heart of Afro-Bolivian
daily Spanish language instruction at our Program roots mobilization and resistance in the Andes. CHILE
forests, alongside coffee and coca fields,
to the Uyuni Salt Flats, an otherworldly
The course begins in Cochabamba, where we live
PAR AGUAY
capped peaks, through misty montane
Acclimatized to the Andean elevation, we depart
Summiting an active volcano, we discuss issues of resource use and environmental conservation in one of the most dramatic locales on the planet.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
LATI N A ME R IC A : S U MM E R
PLANET. Host to 36 distinct ethnic and
TREKKING
39
PERU S AC R E D M O U N TA I N S 4-Week & 6-Week Summer Abroad Programs
30/41 DAYS
DESCRIPTION
DATES
AGES
Celebrate Peru’s unbelievable diversity: paddle the Amazon River Basin in a dugout canoe and live with Quechua families in the heart of the Andes.
June 28 – July 28 June 28 – August 8
15 – 17 16 – 18
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
TREKKING
DEVELOPMENT STUDIES
ECUADOR
TOWERING PEAKS AND STEAMY JUNGLES, OF
and the Spanish conquistadors that
MODERN URBAN CENTERS AND HIDDEN VILLAGES.
came before. A short trek takes
The radical juxtapositions in landscape and culture
HUARAZ CHIQUIAN
of this majestic country are mirrored in the striking
S ATI P O
L AT IN AM ER IC A : SU M MER
LIMA
40
socio-economic disparities that pervade society.
MACHU PICCU CUSCO
PUNTO M A LD O N ATO
BOLIVIA
Students dig into critical development issues
us to Machu Picchu, where we quickly skirt the crowds and settle in for a four-day homestay in the Parque de la Papa. We rise with
by living with families in remote indigenous
our homestay siblings, harvest
communities and exploring seldom-visited
potatoes, herd and milk livestock,
regions of the sacred Andes Mountains
and participate in a learning service
and lush Amazonian forests.
project led by local leaders.
Our journey begins with a short flight into the heart of the Peruvian Amazon rainforest. A small boat takes us up the Madre de Dios River,
By the end of the course students are equipped with basic wilderness skills, and a deeper understanding of regional environmental issues and the mysticism of Andean cosmology.
where we learn about forest ecology while listening to a symphony of tropical birds and jungle calls. We meet with local elders who share their hopes and fears about regional
“Q’eros changed something big inside me. What I value has changed;
development initiatives.
so has my definition of happiness.”
We travel overland to Cusco, exploring the relics of Sacsayhuamán and the central
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
—JULIA LOTVINA
Right: Nathaly Granados; Sara Monzón
BR A ZIL
Plaza, listening to tales of Incan rulers
Left: Photo from Dragons archives; David Haffeman
PERU
PERU, ANCIENT SEAT OF THE INCA IS A LAND OF
COLOMBIA S T O R I E S O F P E AC E & R E S I S TA N C E 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Learn about community approaches to conflict resolution and peace-building, explore cities and mountains, and practice Spanish through the arts, dance, and music.
June 28 – July 28
16 – 18
EXPERIENCE A VIBRANT AND DIVERSE COUNTRY FROM SNOWY
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
DEVELOPMENT STUDIES
Our journey begins in a sub-tropical corridor between the Andes and tropical
ANDEAN PEAKS, RAINFORESTS WITH ENDLESS SHADES OF GREEN,
lowlands, where we partner with a cultural and ecological restoration program
ALPINE WETLANDS THAT PRODUCE WATER AS IF BY MIRACLE, AND THE
that is working on the construction of a giant “forest of peace.” From
COLORS AND RHYTHMS OF THE PACIFIC AND ATLANTIC COASTS. with the many traditions of Colombia’s
there, we transition to our first homestay with Guambiano indigenous families in the western Andes, learning about their relationship with land and nature. In Bogotá, we explore one of Latin America’s largest cities, and
indigenous communities, African
practice Spanish through the arts, dance, and
descendants, and people of European
music with young people’s cultural collectives.
heritage create a fascinating
We end our adventure with a trek to the ancient
fusion of landscapes, cultures, and
Lost City in the Sierra Nevada de Santa Marta,
identities. The history of conflict and
where massive peaks rise up out of the tropical shores
transformation that Colombia has
of the Caribbean to altitudes above 18,000 feet. Our
endured in recent decades, leading to the current Peace Process, offers meaningful lessons around the power of resistance, memory, resilience, and forgiveness in the face of civil conflict.
trajectory connects us to artists and dreamers,
SIERR A NE VADA D E S A NTA M A RTA
VENE ZUEL A
B O G OTÁ
COLOMBIA SAN AGUSTÍN, HUILA
farmers and indigenous leaders, peace builders and musicians, all working to weave together narratives of peace, resistance, and unity for
ECUADOR
their people and nation.
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
PERU
LATI N A ME R IC A : S U MM E R
These spectacular backdrops—along
ISPs
41 BR A ZIL
The beat of a djembe. The call to prayer. A warm chuckle as your nene pulls up her chair and serves you another plate of ceebu jen.
42
AFRICA HAS ITS OWN RHYTHM.
Sounds announce our arrival in a new place, and slowly their rhythm reminds us that we’ve landed in Africa. In urban Senegal, you’ll find young entrepreneurs huddled in high-tech co-working spaces just as readily as you’ll stumble upon an open-air market selling fish from the morning haul. Get lost among techni-colored mounds of spices or the snow capped Atlas mountains in Morocco. Find the meaning of biodiversity among the Baobab trees of Madagascar. Whether you’re dancing to the beat of a drum, paddling a pirogue out to sea or sipping black coffee in a souq, there are stories in the lands of our ancestors and wisdom in the echoes of their laughter. Come ready to hear Arabic, French, Wolof, Malagasy… there are stories waiting to be heard. We’re listening…
are you?
43
MADAGASCAR ISLAND OF DIVERSITY 6-Week Summer Abroad Program
AGES
Explore Madagascar’s biological and cultural diversity, economic challenges, environmental conservation efforts, and the stories of the Malagasy people.
June 28 – August 8
16 – 18
A NTA N A N A R I VO AMPEFY
MADAGASCAR
A M BATA M A N G A
MOR ANDAVA
ANTISRABE
R ANOMAFANA PARK
AF R IC A: SUM M ER
ISALO PARK
44
RUGGED TRAVEL
MADAGASCAR: THE EIGHTH CONTINENT.
coast of the Mozambique Channel for our first
Stunningly diverse and colossal in size, more than 80%
homestay. This community is grappling with
of the plant and animal species in Madagascar are not
habit destruction, and local environmental
similarly unique. Over the past 2,000 years, immigrants
activists share unique perspectives on
have paddled dugout canoes across the Indian Ocean and
these global issue.
floated rafts across the Mozambique Channel, blending the influences of Southeast Asia and Africa into a distinct Malagasy narratives of the Malagasy people, as well as the diverse species that inhabit this incredible island.
HOMESTAY
DEVELOPMENT STUDIES
FOCUS OF INQUIRY
the impacts of overfishing and marine
found anywhere else in the world. The Malagasy people are
identity. Over the course of the summer, we uncover the diverse
PROGRAM COMPONENT EMPHASIS
The rest of our journey takes us on a rugged, winding path through rural homestays and breathtaking landscapes. Whether we’re meeting with policymakers in Antananarivo or looking for chameleons in
Our journey begins in Ampefy, a village nestled in the shadows of a booming waterfall. A short orientation provides the
Andasibe National Park, we come to realize that each creature has a role to play in shaping the future of Madagascar.
foundation for our future travels, as we learn to navigate local transportation, speak with homestay families, and examine the influences of globalization with a more critical eye.
“This trip was incredible. The fact that we fit so much into six weeks and were able to explore so many different aspects of Madagascar from rainforest to beach to sandstone
We journey south to camp in the sandstone canyons of Isalo National Park and search for lemurs in Ranomafana's lush mid-altitude rainforest. Next, we travel to the
canyon was amazing. Everything was an experience. I loved it.”
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
—ELSA BECHU
Right: Cara Lane-Toomey; Gigi Crouch
DAYS
DATES
Left: Eloise Schrier; Bella Heffer
41
DESCRIPTION
MOROCCO C R O S S R O A D S O F M O U N TA I N S & C U LT U R E S 4-Week Summer Abroad Programs
30
DAYS
DESCRIPTION
DATES
AGES
Discover the famed hospitality, faiths, and languages of Morocco across mountain ranges, ancient cities, and rural villages.
June 28 – July 28
16 – 19
WANDERING THROUGH A MOROCCAN SOUQ (MARKET PLACE), FRAMED BY THE ANCIENT WALLS OF CITY MEDINAS, YOU ARE SURE TO THINK THAT YOU HAVE ENTERED ANOTHER ERA. Hiking along ancient trade routes and current nomadic enclaves, we experience a Morocco that few travelers
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
COMPARATIVE RELIGION
“The rural homestay taught me the most. I learned so much in terms of spoken and comprehensive language, Moroccan culture and way of life, and friendship and hospitality. I also learned a lot about myself, as I was surprised I was able to thrive so well in an environment I never could have imagined myself being in.” —JACKSON KENNA
encounter. Our time in remote villages immerses us in Morocco’s unrivaled hospitality; families welcome us as kin and our tea cups are never left empty. Throughout the country we
Though Morocco shows us a land of great differences, we come to see how religion and culture unite indigenous provides us wonderful opportunities to learn about
budding Arabic language skills. In the
the history and tradition of this, often mystical, Muslim
imperial cities of Fes and Marrakesh,
culture. Whether outside an intricately decorated mosque in
the sounds of people bargaining in
Casablanca or walking an unpaved road in a quiet mountain
Arabic fill our ears as the smells of
town, we often hear the call to prayer, and are reminded
exotic spices fill your nose. Yet only
five times a day that among the vastly disparate lives of
cities and to a village of peaceful mud huts in the mountains.
Morocco’s people, Islamic culture, faith, and devotion continue to bring families and communities together as it has for over 1300 years.
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
FES CASABLANCA MIDDLE ATL A S M O U NTA I N S
ESSAOUIRA MARRAKESH
H I G H ATL A S M O U NTA I N S
MOROCCO
AF R IC A : S U MM E R
engage with locals using our
a few hours hike takes us out of the
SPAIN
Amazigh and Arab peoples. Our time in Morocco
45
E YA K
AR
D•
•FRO
B O
M
TH
BY ZANDRA CAMPBELL, STUDENT Dragons Princeton Bridge Year Senegal
SOME THOUGHTS ON RELIGION A WEEK AGO, AS I POSTULATED BEFORE ALLAH
motions of a prayer that didn’t mean anything to me at face
IN A SUFI SERVICE FOR TABASKI (A CELEBRATION
value, we shared something. We were sharing an experience—
OF THE SACRIFICE OF ISHMAEL), TEARS ROLLED
the sun on our faces, the feeling of the plastic woven mat
DOWN MY CHEEKS. The tears surprised me, but I soon
under our knees, and the feeling of jàmm (peace). We were
recognized that I was crying because the practitioners’
connected through these moments in the universe that we
prayer was so beautiful, and they were so united, and I wasn’t
share.
a part of it. Their faith in Allah connected them, and I felt that, despite my love for Judaism, my disbelief in a god
Faith in a god can be a beautiful thing, but it isn’t some
isolated me from that community experience. Afterwards,
magic ingredient for joy—you don’t need faith to do good
the group conversed about their faiths, and members of my
or be connected to people. And in any case, I do have faith. I
team expressed that although they did not subscribe to Islam,
have faith in people to be and do good. The teranga (spirit of
joining in the prayer connected them both to their own faiths
hospitality) pervasive through Senegal gives me hospitality.
and the community. My sadness deepened; everyone’s faith
On our last night in Dene, the spiritual community in which
seemed to be such a part of that community experience that
we stayed during Tabaski, the community threw a goodbye
I so desperately craved. I felt that I must be missing out on
party for us. We danced around a bonfire singing in Wolof,
some of the world’s joy, but you can’t force yourself to believe
and to close the night, one of the woman of Dene sang the
in something, right?
national anthem of the United States in Wolof for us. I was so
With or without God, the world is an amazing place.
taking selfies, and they begged me to pick them up and spin
Statistically, the chances of our own existences are so
them around again and again until I grew so dizzy, I could
infinitesimally small, and the chances of that many people
barely stand. I realized that not sharing the same religion
equally as improbable of existing as I should come together
or even the same god didn’t mean I couldn’t take part in
and stand in that circle around that bonfire is practically
the community. Even going through the seemingly empty
impossible. Yet there we were, and that’s miraculous.
Visit the Yak Board for course reflections from Dragons students past and present at 46
YA K.WHER ETHER EB EDR AGON S.COM
Right: Angelica Calabrese; Nicos Christou
Later on in the day, however, I was playing with all the children as they helped sacrifices the rams. We were laughing and
Left: Christy Sommers
AF R IC A: S U MM ER
touched, I teared up again.
SENEGAL IN THE SHADE OF THE BAOBAB TREE 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Discover true generosity: live with Senegalese families, learn drum and dance, find yourself immersed in a new worldview.
June 28 – July 28
15 – 17
M A U R aI Tnew A N Icraft, A
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
SAINT LOUIS DENE DAKAR
YOU NEVER KNOW WHAT MIGHT HAPPEN NDEM THIES
IN SENEGAL. Enter a fortuneteller’s hut and ask
SENEGAL TA M BACO U N DA
TEMANTO SAMBA KOLDA KEDOUGOU
GUINE A
MALI
“The trip did an amazing job of giving us the right direction, but not holding our hands all the time like many other programs out there. I have developed as an individual,
a question about your future. Spin and dance with
as a global citizen, and as a contributing member of a community.”
Sufi mystics. Discover fluent Spanish speakers on
—MICHAEL FORTENBERRY
a mangrove island. Speak with a young man preparing to cross the Strait of Gibraltar to find work
trees turn into lush, green forest. We trek through the foothills of
in Spain. This country is a collision of influences:
the Fouta mountains, visiting Pulaar villages, traditional
French, Islamic, African, and increasingly, American and Chinese. Renowned for its hospitality and tolerance,
We come to rest for a week of homestays, where students live in a traditional thatched-hut
Our journey begins along the sandy shores of Dene, a
family compound. Students spend the day as
community located just outside of Dakar. Here we learn
locals do, working in the fields, milking cows,
cultural norms, study comparative religion, practice
partaking in drumming and dance lessons,
greetings in Wolof and French, explore colorful markets, dance and drum with local teachers, and begin to examine issues surrounding the term ‘development.’ This week
and listening to village meetings. As we sink into the rhythm of Senegalese
sets the stage for an in-depth exploration of issues related to public health, gender,
life, we see that the tradition of teranga (the
education, social justice, and human migration.
culture of giving) offers us many lessons about
Heading south, we watch the flat desert landscape scattered with ancient baobab
community and the web of connections we share.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
AF R IC A : S U MM E R
Senegal makes room for all.
healers, and environmental activists along the way.
47
Take a breath. Listen for the rhythm of your own steps.
48
GAP YEAR SEMESTERS CAN TURN THE WORLD INTO A CLASSROOM.
Beyond well-worn routines, discovery of new perspectives awaits. You might find it from a snow capped peak in the Andes or from a sleepy fishing village in Laos. You could feel moved by an impromptu drum circle in Senegal or a meditation retreat in the Himalayas. This is your time to revel in awe. To find joy in unexpected places. To reconnect with curiosity. To use your voice. To consider critical issues and be optimistic about cross-cultural solutions.
are you ready to let the world teach you?
You don't need a classroom to be a student…
49
RUSSIA
MONGOLIA
BEIJING
CHINA
CHINA
XI’AN
XIAHE
CHENGDU
SOUTH OF THE CLOUDS
KUNMING
NDIA
3-Month Gap Year Program
83
DAYS
DESCRIPTION
DATES
AGES
Improve your Mandarin, practice a traditional Chinese art form, and explore ethnic minority communities throughout China.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
CHINA. FEW COUNTRIES EVOKE THE SAME CURIOSITY AND INTENSE FASCINATION. Our semester in China does more than introduce the contemporary China that is seen in the country’s burgeoning cities; our course takes us among
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
DEVELOPMENT STUDIES
ISPs
"Some of the best most impactful and enjoyable [memories] were actually unplanned or even unintended. They just happened on the road or were bumps along that road, and those are probably the ones which leave the biggest impressions." —ROBERT BURNS
this country’s diverse peoples and cultures and across lesser visited urban and rural landscapes. Inventive travel experiences are balanced with a strong language
50
Building on all we've learned and experienced in Kunming, we begin
Kunming—located southeast of the Tibetan Plateau—is our home for six weeks of
travel through China's western
the program. This “city of eternal spring” is the capital of China’s Yunnan Province; an
corridor with unique itineraries
ideal location from which we explore majority Han Chinese/minority relations, economic
each semester that may take
reforms and development, environmental concerns, and China’s rich history. Through
us through Guizhou, Sichuan,
guest-lectures, discussions, and mentored community-engagement, we explore
Qinghai, Ningxia, or Gansu
traditional Chinese approaches to healing, cooking, exercise, art, and music. While
Provinces. With a broad
in Kunming, students live independently with Chinese host families, many of whom
curriculum and an itinerary
represent the “new middle class” within contemporary society. At the Dragons Program
designed to explore the variety
House, we gather for Chinese language study, work on Independent Study Projects,
this country has to offer, our
hear from visiting scholars, and cook traditional meals with fresh foods purchased at
semester program offers an
the local market.
unparalleled overview of China today. QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Sampor Burke; Emma Hoffman
GA P Y E AR SE MEST ER
history and economic development, society, and cultural traditions.
Left: Parker Pflaum; Photo from Dragons archives
curriculum and a comprehensive, inter-disciplinary exploration of modern Chinese
KUNMING
CHINA
XISHUANGBANA
VIETNAM LUANG PRABANG
LAOS
MEKONG
VIENTIANE
THAILAND
T I B E TA N P L AT E A U T O T H E H E A R T O F S O U T H E A S T A S I A
BANGKOK
3-Month Gap Year Program
CAMBODIA K R AT I E
PHNOM PENH
83
DAYS
DESCRIPTION
DATES
AGES
Examine issues of transboundary resource management within Asia’s largest river basin, explore diverse belief systems, and participate in community driven learning service.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
FROM ITS SACRED HEADWATERS IN THE TIBETAN PLATEAU, THE
mines leftover from the US' Secret War. We enter
MEKONG RIVER FLOWS 4,800-KM TOWARDS THE SOUTH CHINA SEA,
rural home-stays on the idyllic river island of Don
CLEAVING A BOUNDARY BETWEEN MYANMAR, LAOS, AND THAILAND.
Dohn, relaxing into “Laos time” as we prepare for
To the Tibetans, the Upper Mekong is a powerful spiritual entity. To the Chinese, the
the final leg of our journey.
river is a means of economic development. By focusing on the interdependency of
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
In Cambodia, we learn about the ancient
people and the natural world, The Mekong Semester examines how the demand for
Angkor empire and the tumultuous history of
electricity and anthropocentric needs are causing irreparable damage to delicate
a region ravaged by war that is once again at
ecosystems and traditional ways of life.
the forefront of development work We meet with activists in Phnom Penh and stay with
Tibetan Buddhist landscapes and examine the impacts of China’s controversial
communities living on the banks of the sacred
mega-dam projects. In border villages, we explore transnational trade and China’s
river. Near the mouth of the Mekong Delta,
impact on the cultural integrity and economic security of the Greater Mekong
we reflect on the long-term health of the river
sub-region.
ecosystem and bring our great journey to a close.
Crossing into Laos, we explore the province of Luang Namtha on treks beneath the jungle canopy and travel through some of the most remote regions in Southeast Asia,
“Dragons strengths are in the authenticity of where they go, what they choose to do and
where cross-border trade and a booming ecotourism industry are contributing to rapid
see, where they stay and how the participants are involved along the way. Dragons does
modernization and environmental degradation. In Vientiane, we turn our focus towards
not just lead students by their hands and guide them, they let them figure things out.”
public health initiatives, visiting an international NGO working to clear unexploded W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— PA R E N T S O F N I T S A P L AT I S
GA P Y E AR S EM E STE R
Our journey begins in China’s Yunnan Province where we trek through sacred
HOMESTAY
51
CHINA
M A N DA L AY
M YA N M A R K ALAW
LAOS
M YA N M A R TRADITIONS & TRANSITIONS 3-Month Gap Year Program
MAWLAMYINE
THAILAND
83
DAYS
DESCRIPTION
DATES
AGES
Witness democracy in action. Meet with international development experts, volunteer at a Buddhist monastic school, and engage with the rich cultural heritage of Myanmar.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
LEARNING SERVICE
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
to promote ours.” After soaking in the majesty of this Great Dagon Stupa, we hop
THE BARK OF THE THANAKA PLANT AS A NATURAL SUNSCREEN. In 2011,
on a train for to Bagan, the ancient temple complex in the north, for orientation. We
after fifty years under a repressive military dictatorship, the country opened to the
begin lessons in introductory Burmese, Theravada Buddhist traditions, regional power
semester program have the opportunity to explore a complex culture, greatly
GA P Y E AR SE MEST ER
RUGGED TRAVEL
IN MYANMAR, MEN STILL WEAR TRADITIONAL LONGYI AND WOMEN USE
international community. Students on this unique
52
PROGRAM COMPONENT EMPHASIS
structures, and the dazzling complexity of Myanmar's ethnic, historical, and political landscape. The next few weeks find us visiting the great Mount Popa for a short trek and our
untouched by Western influences.
first encounter with devout Theravada Buddhism. Following a rural homestay in the
Together, we explore themes
village of Atar, students spend five weeks living and learning at the largest monastic
related to cultural preservation,
school in the country. Here we continue our focus on learning service by volunteering
economic development, and
in small groups according to interest and paired with Burmese students to foster
political transition as they
meaningful exchange.
relate to the shifting faces of Myanmar. We begin our voyage at the tranquil Shewdagon Pagoda, where Nobel Peace Prize winner Aung San Suu Kyi once asked the world to, “Please use your liberty
After a visit to Shan state for a gorgeous trek through the highlands, students spend the final weeks of the course directing their own travels, perhaps into the Irrawaddy Delta or a journey to Karen state. Concluding the course in Yangon, we see the country through the eyes of merchants, entrepreneurs, and young activists who aim to redefine the way the word sees their country. Over the course of three months, students on our Southeast Asia Semester build core competencies as global citizens and discover community-led models for societal change.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Aaron Slosberg; Hannah Richter
YA N G O N
Left: Xenia Octavia Viragh; Danny Wood
BAGAN
CHINA
MANADO
BORNEO
INDONESIA
LUWUK
TA N A TO R A JA
MOROWALI KENDARI
MAKASSAR
C O M M U N I T Y, C U LT U R E , & C O N S E R VA T I O N
WA K ATO B I
3-Month Gap Year Program
INDONESIA UBUD, BALI
AUSTRALIA DESCRIPTION
83
DAYS
Experience the majesty of the most diverse archipelago on Earth: explore Javanese arts, spearfish with sea nomads, and discuss conservation initiatives with local experts.
DATES
AGES
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
SPANNING FROM MALAYSIA TO AUSTRALIA, WITH OVER 17,000
mangrove ecosystems, and look at the nuances
EQUATORIAL ISLANDS, Indonesia hosts the world’s highest level of biodiversity
of environmental conservation.
and one of the richest cultural tapestries on earth. Our program begins in Yogyakarta
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
FOCUS OF INQUIRY
islands famous as a source of nutmeg and
have been for centuries. With our Program House as a base, students engage in arts
cloves. Featuring dramatic volcanic formations
study, language instruction, and topical discussions on the course’s themes of religious
draped in luxuriant vegetation and uninhabited
diversity, creative expression, and cultural and environmental conservation, all while
islands wrapped in white sand beaches, the
living with carefully selected homestay families.
Bandas boast incredible marine diversity and a fascinating history at the center of the spice trade. We return to Yogyakarta to conclude a course that is
coffee production, hike spectacular volcanoes, explore topics in spiritual plurality, and
rugged and comprehensive, and that introduces students to some
develop a deeper understanding of traditional farming.
of the most significant ecological, cultural and geo-political conversations of our time.
We then travel to the southeastern archipelago of Wakatobi, an extraordinary National Marine Park and home to the Bajau people (also known as “sea nomads”). Staying in the stilted bamboo huts of Sampela, students learn about Bajau culture,
“Each place we went to and family I stayed with showed me something about life. Swimming with dolphins in the Bandas. Spear fishing in Sampela. Playing soccer in
practices, and religion. We snorkel world-class coral reefs, learn from host fathers
Langa. Playing gamelan in Java. There were so many impactful and enjoyable activities.”
how to fish with spears and nets, attend indigenous ceremonies, visit endangered
— W I L L I A M D U FA U LT
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
mysterious Bandas, a small group of volcanic
orchestra), Javanese dance, and shadow puppetry are studied and performed as they
From Java, we head east to the island of Flores where students live in the pastoral
RUGGED TRAVEL
Heading east we may travel to the
on the island of Java. In this center for arts and culture, ritual crafts of gamelan (bronze
village of Langa. Here students stay with generous homestay families, learn about
PROGRAM COMPONENT EMPHASIS
53
CHINA
EH
N E PA L
TIBET NEPAL
LHI
K ATH M A N D U
L A N G TA N G KANCHENJUNGA
BHUTAN
H I M A L AYA N S T U D I E S 3-Month Gap Year Program
INDIA
83
DAYS
DESCRIPTION
DATES
AGES
Experience the mysticism of the Himalayas: trek on the roof of the world, study traditional arts with local masters. Live in a farming village, and sit for a Buddhist meditation retreat.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
THE HIMALAYAS. SINCE TIME IMMEMORIAL, THESE COLOSSAL PEAKS WITH THEIR VAST WEB OF RUGGED, ISOLATED VALLEYS AND DISTINCT ETHNIC GROUPS HAVE DRAWN ONLY THE MOST INTREPID TRAVELERS
PROGRAM COMPONENT EMPHASIS
HOMESTAY
TREKKING
ISPs
COMPARATIVE RELIGION
"I learned how to harvest barley, milk cows, and sort flax seed. I learned about Ayurvedic healing and took a jungle hike to find herbs. I had private lessons on the Bhagavad Gita. I witnessed the true meaning of community and felt a deep connection to humanity.”
FROM DISTANT LANDS. Through rural and urban homestays, a retreat in a
—ISABELLE GRANT
Buddhist monastery, high mountain trekking, and in-depth independent study, Dragons
54
deep roots in a mystical land. Our Himalayan Semester is based in the
a range of concepts in Buddhism and Hinduism and how these blend and co-exist in a beautiful patchwork. From academic discourse to hands-on study, students find areas of personal interest to explore during our time in Kathmandu. Bronze casting, jewelry making, stone carving, thangka (Buddhist iconography) painting, and music
Kathmandu Valley, an ancient crossroads
are just a few of the apprenticeship opportunities available. Students critically reflect
and melting pot of Himalayan peoples.
on their place in the world through exploring concepts of service, visiting grassroots
While living with host families and
development projects, or participating in the daily workings of an ashram.
studying Nepali language, students
From Kathmandu we hike into the foothills of the Himalaya to explore rural Nepali
meet with local scholars and activists
village life. We settle into a calmer pace of agrarian life, living simply while learning
and learn about Nepal’s history, politics,
about subsistence living. We also venture high into the Himalayas for an unforgettable
and culture. The study of spiritual traditions is a central component of our Nepal semester, introducing students to
trek amid the earth’s tallest mountains. Hiking over high elevation passes, we enjoy several weeks of active exploration through one of the most ruggedly beautiful and dramatic areas on earth.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Christina Rivera Cpgswell; Stew Motta
GA P Y E AR SE MEST ER
encountering ancient spiritual traditions with
Left: Maria Xu; Scott Diekema
Nepal students explore this remarkable region,
CHINA
TIBE T
A K I S TA N
KANCHENJUNGA
NEPAL
DELHI
GANGTOK KALIMPONG
S A NTI N I K E TA N KO LKOTA
INDIA
INDIA
SUNDARBANS
H I M A L AYA S T O T H E G A N G E S R I V E R 3-Month Gap Year Program
83
DAYS
DESCRIPTION
DATES
AGES
From the expansive Gangetic Plains to the highest Himalayan peaks, our India semester offers exploration of India’s vast diversity of people, cultures, and landscapes.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
FROM THE EXPANSE OF THE GANGETIC PLAINS TO THE HIGHEST PEAKS
through lush forests. An extended
OF THE HIMALAYAS, D ragons India semester offers students insight into the vast
trek with majestic views of the
diversity of people, cultures, and landscapes across India. Students navigate from
mighty Kanchenjunga, the world’s
verdant tea plantations to high Himalayan passes; from mangrove forests lining the
third tallest mountain, allows
coast to expanses of lush rice paddies fed by the sacred Ganges river. We experience
students to experience the
first-hand how India’s emerging global economy has generated riches for some and
exquisite beauty and power
displaced others, while also raising infinite questions about the role of enduring spiritual
of the Himalayas. Off the
traditions in a modernizing state.
trail, the group settles into an at a local Tibetan Buddhist
rich cultural and spiritual traditions of the region, directly engaging with the pervasive
monastery, gaining insight into
roles of Islam, Hinduism, Buddhism, and Shamanism in daily life. Community leaders
Buddhist philosophy and practicing
and experts share perspectives on Indian politics, climate change, and culture, and
contemplative techniques.
farmers.
TREKKING
ISPs
COMPARATIVE RELIGION
intensive meditation retreat
Bengali plains town—allow students to participate in the daily rituals that underpin the
independent study projects engage students with artists, musicians, healers, and
HOMESTAY
Whether participating in colorful Hindu festivals, chanting alongside saffron robed Buddhist monks, or singing
Traveling north to the ancient Buddhist kingdom of Sikkim in the heart of the
along to Sufi Muslim folk songs, India semester students participate in the daily rituals
Himalayas, students settle into a group stay with an indigenous Lepcha community
that underpin the living cultural foundations of the region and inform what it means to
learning about the fragile ecosystem, enchanting folks tales, and going on day hikes
be “Indian” in the 21st century.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
Two extended homestays—one in the Himalayan foothills and another in an idyllic
PROGRAM COMPONENT EMPHASIS
55
CHINA
TIBE T
PUNAKHA
PARO
B H U TA N
NASPE
THIMPU
URA
B H U TA N
INDIA
E N V I R O N M E N TA L S U S TA I N A B I L I T Y & C O M M U N I T Y H A P P I N E S S 3-Month Gap Year Program
BANGLADESH
AGES
Experience this secluded Himalayan country where “happiness” and Buddhist belief systems are the guiding principles underlying economic, environmental, and community development.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
CLOISTERED AMIDST THE DRAMATIC BACKDROP OF THE HIMALAYAS,
TREKKING
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
Starting in neighboring Nepal, we spend our first week learning about the shared geographic and cultural foundations common to this Himalayan region before flying
SCHOLARS ALIKE. Part of its allure can be found in Bhutan’s intentional seclusion
into Thimphu, Bhutan’s capital. Partnering with a Bhutanese environmental NGO, we
royal monarchy carefully controlled external influences, only allowing television into the country in 1999. Even today, travel to Bhutan is tightly monitored
GA P Y E AR SE MEST ER
HOMESTAY
BHUTAN HAS CAPTURED THE IMAGINATION OF EXPLORERS AND from the world beyond its boundaries. Up until very recently, the
56
PROGRAM COMPONENT EMPHASIS
explore how Buddhist traditions have given rise to a belief in the inherent sacredness and non-economic value of Mother Nature. We live in homestays, engage with thriving Buddhist monasteries, and explore the many sacred sites in the regions surrounding Thimpu. Moving to more remote regions along the border with Tibet, we continue
by a deliberately restrictive visa program
to immerse ourselves in the lesser-explored cultural heartlands of Bhutan through
for foreign visitors. Bhutan’s seclusion,
extended treks in Himalayan peaks, community homestays, attendance of religious
however, has resulted in an unparalleled
festivals, and Independent Study Projects with local masters in traditional arts and
conservation of long-held values,
crafts. Our semester concludes back where we started, with a reflective retreat in Nepal
Buddhist beliefs, and cultural practices.
to help bring perspective and closure to our time together.
Through homestays, community engagement, and immersion in cultural practices, our semester explores how
Throughout our travels in Bhutan, we gain new perspectives on our relationship with the environment, broadened understanding of sustainability, and awareness of how our underlying values can influence individual and societal choices. In a country where the
Bhutanese traditions have created a society
phrase “Gross National Happiness” has become a key metric in national development,
uniquely centered on the values of community
Bhutan presses us to ask how our own “happiness” can contribute to the sustainability
happiness and environmental sustainability.
of our communities and shared resources.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Laila Skramstad; Juancho Galich
DAYS
DATES
Left: Chelsea Ferrell
83
DESCRIPTION
ME XICO
TIKAL
BELIZE
G UAT E M A L A
SAN CRISTOBAL DE LAS CASAS
TODOS SANTOS
PACHA J
S PA N I S H L A N G UAG E & G R A S S R O OT S AC T I V I S M
G UAT E M A L A
3-Month Gap Year Program
SAN JUAN LA LAGUNA ANTIGUA
EL SA LVA D OR
83
DAYS
DESCRIPTION
DATES
AGES
Build Spanish language fluency, examine models of political activism, and engage with diverse Mesoamerican communities and cultures.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
LINKING TWO MASSIVE OCEANS AND CONTINENTS, CENTRAL AMERICA
state of Chiapas in Southern Mexico to explore
IS A CAUSEWAY OF MESOAMERICAN CULTURES AND ECOLOGICAL
the common Mayan cultural heritage which
DIVERSITY. Today, the communities sharing in this Mesoamerican heritage continue
transcends national boundaries. While
a legacy of adaptation to rapid environmental and social challenges. The Guatemala
living with farming communities and
Semester takes a hands-in-the-dirt approach to understanding the indigenous cultures
further honing our Spanish skills,
of Mesoamarica through extended rural homestays, personalized language study, work
students learn about Chiapas’
on community learning service projects, and examination of grassroots activism.
history of revolution and resistance,
In the western highlands of Guatemala, over eighty percent of the population is
HOMESTAY
LANGUAGE STUDY
LEARNING SERVICE
DEVELOPMENT STUDIES
participate in agricultural initiatives, climb mystic ancient temples, and
pressures. Living in with indigenous families, we work in el campo, learn Spanish in
explore the delicate encounter between
personalized classes, and immerse ourselves in Mesoamerican culture. Herbal healers,
past and present. Through a rugged and authentic
Projects while conversations with local NGOs working in human rights, community
exploration of some of the most remote
health, and development provide opportunities to get involved in contemporary
regions of Guatemala and Mesoamerica, our
struggles for continuity and change in Guatemalan society. Beyond intensive
semester unearths the complex issues facing indigenous communities working towards
community engagement and homestays, we explore Guatemala’s geographic and
sustainable development in a globalizing landscape. With intensive Spanish lessons,
cultural diversity through extended travel and hiking expeditions.
rural homestays, and thoughtful learning service engagement, students gain an
The final phase of our itinerary has the option to take us across the border into the
immersive perspective on our relationships with land, tradition, and community.
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GA P Y E AR S EM E STE R
indigenous Maya, maintaining a legacy of rich cultural strength in the face of external
weavers, and community leaders share their knowledge through Independent Study
PROGRAM COMPONENT EMPHASIS
57
BR A ZIL
PERU CUSCO CORDILLERA APOLOBAMBA
SOUTH AMERICA
PUNO S O R ATA L A PA Z COCHABAMBA
ANDES & AMAZON 3-Month Gap Year Program
CORDILLERA REAL
BOLIVIA
CHILE
83
DAYS
DESCRIPTION
DATES
AGES
Examine social movements and environmental conservation efforts in the mountains and jungles of Bolivia and Peru.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
INDIGENOUS WOMEN IN COLORFUL FLOWING SKIRTS. THREE COCA LEAVES PRESSED TOGETHER FOR PACHAMAMA. Fresh snow on a ridge of the
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
TREKKING
DEVELOPMENT STUDIES
"The most wholesome, frustrating, nourishing, enriching program. This journey came full circle, and the experiences we had on our own, as a group and within Bolivia and Peru
Cordillera Apolobamba. Gold miners bent over trays alongside the Madre de Dios…
seemed to be exactly what we all needed. I would not change a thing.” — F A R I D A H N D I AY E
These scenes all speak to the many walks of life in Bolivia and Peru. Whether it’s a
58
this display of collective creativity in action,
the Andes & Amazon semester have the opportunity to learn about issues of social
we strike out on our first trek, circling up
justice and environmental activism, while the warm culture of ayni (reciprocity) makes
at night to discuss the impacts of climate
them feel at home throughout their journey.
change as we witness glaciers receding
The semester begins in the agricultural town of Tiquipaya in Central Bolivia. Here,
before our eyes.
students live with local families, largely of Quechua descent, and settle into the rhythms
In Peru, we re-trace ancient Incan
of daily life. Our time is characterized by intensive Spanish instruction, exposure to local
trekking routes to Machu Picchu, and
activists in Cochabamba, and independent study projects (ISPs). This first month lays
venture into the Amazon basin where
the foundation for our future travels, helping students develop critical language and
we listen to indigenous leaders recount
leadership skills. Ready for the next challenge, we set off for the twin cities of La Paz
the impacts of natural resource extraction
and El Alto, dramatic urban centers that sit above 13,000 feet amidst the snow-capped
on their communities. Traveling along tropical
peaks of the Cordillera Real. Here we partner with Teatro Trono, a local theater group
waterways, we conclude amidst a symphony of birds
that empowers youth to engage with issues of social justice on stage. Charged up by
and the embrace of the most bio-diverse forests on the planet.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Steven Gu
that resonates from this sacred land seeps into every aspect of daily life. Students on
Left: Grace Powell; Julianne Chandler
GA P Y E AR SE MEST ER
remnant of the Spanish empire or a tribute to Aymara gods, the magic and mysticism
AMBANJA
MAHAJANGA
MADAGASCAR
A NTA N A N A R I VO AMPEFY
MADAGASCAR
A M BATA M A N G A
MOR ANDAVA
ANTISRABE
C U LT U R A L & E C O L O G I C A L D I V E R S I T Y
R ANOMAFANA PARK
3-Month Gap Year Program
ISALO PARK
83
DAYS
DESCRIPTION
DATES
AGES
Study endangered landscapes and cultures, witness the competing interests of economic development, and discover the natural wonders of the "8th continent."
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
SET APART FROM THE AFRICAN CONTINENT, MADAGASCAR IS THE
production while working alongside
FOURTH-LARGEST AND ONE OF THE MOST BIOLOGICALLY DIVERSE
local farmers.
ISLANDS IN THE WORLD. Historical and geographic isolation have made
taxi-brousse, through the candlelight
nowhere else on earth.
of family dinners, or under the canopy
HOMESTAY
DEVELOPMENT STUDIES
FOCUS OF INQUIRY
of a lush rainforest; our semester exposes us to the stories that make Mad-
surveys alongside wildlife researchers. We learn about lemurs, an endangered primate
agascar a place unlike any other. Alone at
well-known for their catlike faces, large ears, and playful sounds and behaviors.
the bottom of the Indian ocean lies a beautiful and wild island waiting to be explored.
homestay families and exploring the natural wonders of tsingy (limestone pinnacles) and the Avenue of the Baobabs. After watching the dancing shadows of the majestic baobab
“The most powerful aspects of the Madagascar course were incredibly small things...
trees at sunrise, we travel north to a quiet highland village near the capital. Electricity is
These moments are what make Dragons special because in order to really experience
rare and time passes quickly as we spend our days with families tending to daily needs:
these simple and profound things, one needs to...step out of the ideal and into the
planting crops, fetching sticks for cooking, or washing clothes in the river.
real. Open your mind and let go of the previous, secondhand judgments. Let go of
Even further north, on red dusty roads of the desert, we arrive in a place where the
convenience and complaints. Stop taking everything for granted. Open your mind and
rainforest touches the coast and the scent of vanilla fills the air where we spend the final
listen and look and let everything wash over you.”
weeks of the program volunteering in local villages and learning about cacao and vanilla
— AV A W E I L A N D
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GA P Y E AR S EM E STE R
tems. We trek in two of the country’s most famous national parks and conduct animal
In the eastern region of the country, we practice the Malagasy language with
RUGGED TRAVEL
From the bumpy back seat of a
Madagascar a place where almost all of what you see, hear, and do are possible Early on in the program, we set out to explore some of the country’s unique ecosys-
PROGRAM COMPONENT EMPHASIS
59
SPAIN
FEZ
MOROCCO
H I G H ATL A S M O U NTA I N S MARRAKESH
MOROCCO
A N C I E N T C I T I E S T O T H E AT L A S M O U N TA I N S 3-Month Gap Year Program
ALG ERIA
83
DAYS
DESCRIPTION
DATES
AGES
From forested mountains to the Sahara desert, study the languages, faiths, and diversity of culture that make up the western-most outpost of the Arab world.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
COMPARATIVE RELIGION
ISLAMIC ART AND DIVERSE TRADITIONS COMBINE IN THE ENCHANTING
"Jennifer loved everything about the group, the instructors, the people of Morocco and
CITIES WHOSE VERY NAMES STRIKE COLORFUL CHORDS IN THE IMAGI-
Morocco...It opened her mind about what she would like to do with her life...”
NATION: CASABLANCA, MARRAKESH, AND FES. Within and beyond the city
— S A N D R A L E M U S , PA R E N T O F J E N N I F E R L E M U S
walls we explore incredible sites, tastes, and experiences, accessible only to the intrepid unique opportunity to explore philosophical and political Islam, as well as progressive
60
approaches to gender issues and ethnic diversity. Our journey will allow us to compare
youth and elders, urban and rural dwellers, Arabs and indigenous tribes, farmers and
the vastly different rural and urban
academics. Through rugged travel and authentic interactions, we examine the dominate
Moroccan lifestyles, as well as see
issues of this diverse society standing at the crossroads of Middle Eastern, African, and
first hand the varying degrees
European cultures.
to which history and religion
We stay with urban families in cool cinder-block buildings and indigenous
impact daily duties, culture,
families in warm mud-homes, help host communities with daily activities, travel
and understanding of the world
through striking natural settings, and walk through an endless series of canyons in
beyond Morocco. In the western-
search of the opportunity to camp alongside nomadic families. Our time in urban
most outpost of the Arab world,
environments and remote villages immerses us in Morocco’s unrivaled hospitality, as
we explore a culture which will
people welcome us as kin and our cups are never left wanting for sweet mint tea. In
embrace us at every opportunity
a world where understanding Islam becomes increasingly relevant, we are given the
with its famed hospitality and kindness.
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
Right: Elke Schmidt; Nicos Christou
GA P Y E AR SE MEST ER
We travel through the most ecologically diverse country in North Africa. Buses and pack animals help us wind through the great diversity of people who make up Morocco:
Left: Stefan Reutter; Ami Li
traveler fueled by a curious spirit.
MAURITANIA
SAINT LOUIS
DAKAR THIES
SENEGAL TA M BACO U N DA
THE
KOLDA
MALI
G AMBIA KEDOUGOU
LABE
WEST AFRICA RHYTHMS OF SENEGAL 3-Month Gap Year Program
GUINE A
83
DAYS
DESCRIPTION
DATES
AGES
From agricultural villages to mangrove islands, explore West Africa while delving into artistic and musical traditions in a culture renowned for its generosity and hospitality.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
"Amazing and transformative! Eve learned so much about global issues...She became sensitized to how people live outside the US and the challenges they face. All this learning and growing took place within a joyful, warm and welcoming environment." — PA R E N T S O F E V E S T E I N
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
DEVELOPMENT STUDIES
FOCUS OF INQUIRY
language skills at the market, in service work, and with the community. Casting off in a pirogue (a Senegalese fishing boat), the group sails to an island community in the where students are
AS YOU WALK DOWN THE STREET IN SENEGAL, PEOPLE GREET YOU WITH
welcomed by host families. We serve
THE WORD “PEACE” AND STRANGERS INVITE YOU INTO THEIR HOMES
alongside a local women’s cooperative to replant mangroves and camp on nearby islands, catching fish for our dinner and
when hundreds of people stop to worship on the city’s sidewalks. Senegal’s famous
keeping our eyes peeled for the dolphins,
hospitality, called “teranga,” is in the air from the moment we set foot on the sandy
manatees, and flamingos that call this
streets of Dakar.
unique environment home. Returning to
The semester takes us from the French colonial outpost of St. Louis, to the
the mainland, our feet carry us to breathtaking
fast-paced capital of Dakar, all the way to a Sufi Islamic coastal village on a white
waterfalls and plateaus, where we speak with local
sand stretch of beach. Students on this semester stay almost exclusively with local
environmental activists and explore the home of some
families and have the opportunity to meet with leaders, traditional healers, regional
of West Africa’s last chimpanzees.
development specialists, and other experts in West African history, geography, and philosophy. Students study Wolof and French throughout the semester, using their new
We conclude in an artist enclave perched on rocky cliffs above the sea, leaving with stories we carry with us, and continue to tell, for years to come.
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FOR A CUP OF TEA. It's a country of contrasts where new development occurs beside centuries-old traditions. The Muslim call to prayer sounds five times a day
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B E YO N D S U M M E R & G A P P R O G R A M S T H E R E A R E M A N Y WAYS TO E N G AG E Dragons offers other types of programs. Whether you are a parent, teacher, college student, or business leader, Dragons has opportunities for inspired community engagement, facilitated
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COLLEGE STUDY ABROAD
EDUCATOR PROGRAMS
ADULT PROGRAMS
PARTNERSHIP PROGRAMS
F o r- C re d i t A c a d e m i c Courses for College Students
F o r Te a c h e r s , E x p e r i e n t i a l E d u c a t o r s , & Ad m i n i s t ra t o r s
F o r A d u l t Tr a v e l e r s , Fa m i l i e s , & P r i v a te G r o u p s
For Schools and Organizations
An alternative approach to college study
International and domestic professional
Small, expertly-guided travel groups with
Customized travel programs for schools
abroad through cultural exploration,
development courses that deliver a core
itineraries customized to inspire curiosity
and universities. Consulting and training in
regional and intercultural studies,
curriculum in cross-cultural and experiential
and cultivate profound relationships with
ethical cultural engagement and program
independent research projects, language
education while immersing educators in
people and place.
development.
courses, and a small-group experience.
critical global issues.
This Page: Elizabeth Causey; Amrit Ale
experiential learning, and intentional cross-cultural travel. Here are a few ways to go Where There Be Dragons...
N OT E S O N S A F E T Y U N D E R S TA N D I N G O U R R I S K M A N AG E M E N T SYS T E M S At Dragons we challenge our students intellectually, emotionally, and physically because we believe growth and discovery are often found outside of their comfort zones. Our job is to create opportunities for meaningful challenge while safely, professionally, and transparently managing the inherent risks of travel. In our 25+ years of experience 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 robust risk management systems, extensive local contacts, and a practiced understanding of regional safety issues that help us to offer innovative and intentional programming.
THERE ARE FOUR FOUNDATIONAL ASPECTS OF OUR RISK MANAGEMENT SYSTEMS THAT ENSURE SAFETY IS ALWAYS OUR TOP PRIORITY:
1
W E H I R E E X P E R I E N C E D I N ST R U C TO R S Typically, a Dragons instructor team collectively represents multiple languages, ten or more years of in-country experience, and years managing groups in remote settings. Every instructor
team has Wilderness First Aid/Responder, or higher, medical certifications. Instructors are also adept at working with students to manage medical issues.
2
W E P L AC E A P R E M I U M O N I N S T R U C T O R T R A I N I N G A N D P R O F E S S I O N A L D E V E LO P M E N T Each year, we facilitate a 2-week all-staff training focused on student group management, physical and emotional safety, cross-cultural communication, experiential education, leadership
development, and international risk management. We also lead trainings on best practices in international programming for outside faculty, schools, and organizations. For these reasons, schools and universities such as Princeton University, Thacher School, Milton Academy, and over 50 other institutions have chosen Dragons to design and facilitate custom programming.
3
W E H AV E A N E X P E R I E N C E D 2 4 / 7 S U P P O R T T E A M With experienced administrators based domestically and internationally, Dragons Risk Management Team is dedicated to ensuring the highest-quality international programming, with careful
attention to the safety and security of our students, instructors, and in-country partners. This team is on-call 24/7 while students are in the field.
4
W E H AV E A R O B U S T N E T W O R K O F I N T E R N AT I O N A L R E S O U R C E S Our organization is built on 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, and the Center for Disease Control. We work closely with International SOS to receive access to 24/7 medical consultation and emergency support services. We have carefully researched in-country medical facilities and our instructors go into the field with comprehensive emergency management tools.
?
IF YOU HAVE QUESTIONS ABOUT DRAGONS SAFETY AND SECURITY POLICIES PLEASE CONTACT US. WE WOULD BE MORE THAN HAPPY TO DISCUSS THE FINER POINTS OF OUR RISK MANAGEMENT SYSTEMS WITH YOU.
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M E E T A F E W O F O U R I N S T R U C TO R S T H E Y A R E E X P E R I E N C E D E D U C ATO R S . T H E Y A R E CO M M U N I T Y B U I L D E R S . T H E Y A R E M E N TO R S . With an average of 4+ years living abroad and local language fluency, our instructors have developed the skills to return to communities as cross-cultural liaisons. Our instructors draw upon personal networks to create opportunities for connection and guide students as they navigate inter-cultural nuances. We feel honored to work with this incredible community of global educators. We hope you’ll take a moment to get to know them.
4: 1 RAT I O
H IGH R ET E N TIO N RATE
E DU CATIO N
A typical group consists of
On average, over 80% of our
The majority of our instructors
Dragons Instructors average
51% male, 49% female; the
12 students and 3 instructors
instructors return each year; over 60%
hold a masters degree or PhD
30+ years of age and have a wide
majority were born outside of the
range of professional backgrounds
U.S. and are multilingual
have worked 3+ programs
LI FE EXP ER I ENC E
Shuier Zhang China
Anna McKeon Cambodia
Shuier's parents have been Dragons homestay parents for over a decade in Yunnan. She spent the last 10 years studying in the London area, where she works as a professional translator and interpreter. She loves using her language fluency to bridge cultures and facilitate communication. When she is not leading Dragons students or working on translation projects, Shuier works as a freelance art journalist, writing about art exhibitions in London for publishers in China.
Anna left university intending to be an actress and singer in London’s West End, but ended up working on social change initiatives in Cambodia. Anna's experiences along the way have given her a unique skill set that she finds particularly useful for introducing young people to new cultures, challenges, and perspectives as they explore the world and their own identity. Now a freelance communications consultant based in Phnom Penh, Anna spends most of her time working for the Better Volunteering, Better Care initiative, advocating against volunteering in orphanages and promoting ethical and responsible volunteering alternatives.
Joseph Vincent China
Uttara Pant India
Joseph first began learning Chinese at the age of sixteen when he moved to Taiwan as a Rotary exchange student. He continued to study Chinese literature, history, art, and religion at Reed College before completing his MA in Chinese Literature at National Taiwan University. Joseph came to Dragons after two years working as an instructor at the Chinese summer programs at MiddleburyMonterey Language Academy and when not instructing for Dragons, works as a translator for Tzu Chi Foundation, a Buddhist NGO based in Hualien, Taiwan.
Uttara’s love for the mountains began in the Palani Hills of India. Here, among eucalyptus trees and bison, she attended an international boarding school with students from around the world. Moving to the US, she attended Sarah Lawrence and Harvard Universities while focusing her studies on psychology, geography, and development economics. After graduation, she found her way to SECMOL, an alternative school in the remote Himalayan communities of North India, and later worked at Navdanya, an India based NGO working to preserve traditional agricultural methods through seed banks and advocacy for women farmers’ rights.
Talia Brooks-Salzman China
Ming Jiu Li China, Southeast Asia
M.Sc. in Translation Studies, University of Edinburgh M.A. in Interpreting and Translation, University of Westminster
B.A. Chinese Literature and Language, Reed College M.A. Chinese Literature, National Taiwan University
B.A. East Asian Studies, Oberlin College M.S.O.M. Acupuncture & Chinese Herbalism, SW Acupuncture College A past Dragons student, Talia majored in East Asian Studies at Oberlin, concentrating on Mandarin, Chinese religion, and politics before recently completing a 4-year graduate degree in East Asian Medicine. She has worked and lived in Cambodia, Laos, Japan, and China as a cross-cultural educator with US and international students. In her native New York City, Talia has worked in education and advocacy around issues of body awareness and identity through The Body Positive. She is a Wilderness First Responder, yoga teacher, and acupuncturist. 64
DI VER SI T Y
QUESTI ON S? GI VE US A CA LL AT 303.41 3.0822
M.A. University of Cambridge: English Literature P.G.Dip GSA Conservatoire, Musical Theatre
B.A. Liberal Arts, Sarah Lawrence College M.A. International Education Policy, Harvard
B.S.E. Environmental Engineering, Duke University Ming was born in southwest China, but spent most of his youth in Singapore. After finishing high school, and two years of mandatory military service, Ming moved to North Carolina where he obtained his engineering degree from Duke University while working on issues of gender and social justice with the Women’s Center. Ming has led over 5 courses in China and Southeast Asia with Dragons. As an educator, he is guided by Simone Weil’s quote that “attention is the rarest and purest form of generosity.”
Caitlin McKimmy North India
Irene Platarrueda Latin America
Caitlin once found the word “Dragons” spelled out in stones at the crest of a high mountain pass in North India. Intrigued, Caitlin tracked us down, and has since led courses in the Himalayas and the Andes. Caitlin speaks Tibetan, Hindi and Spanish. She has lived in a Buddhist monastery in central India, taught English in Northeast Tibet, interviewed Sri Lankan forest hermits about love, and worked with the Tibetan community in exile to understand their conception of “Buddhist Ecology.” Caitlin believes that the upheaval of conscientious travel can unearth something inexpressibly rich within us.
Irene spent her early childhood in the Colombian Amazon forest where her mother worked with indigenous communities. Later, her family moved to the shores of Lago Atitlan in Guatemala. As she grew up, Irene came to believe that the real richness of our planet lies in the diversity of the human experience. Irene has since worked with the United Nations Development Program on a joint peacebuilding initiative with the Colombian government. Irene is committed to holistic community building, and works with Dragons students to help them realize the fullness of their potential.
Japhy Dhungana Nepal
Richard Brown Guatemala
B.A. in Religion and Neuroscience, Carleton College M.T.S. in Buddhist Studies, Harvard Divinity School
B.A. Summa Cum Laude, with Honors in Anthropology from the University of California Los Angeles. Japhy speaks five languages, and always has a difficult time answering the question: “Where are you from?” Raised in Nepal, Japhy spent his childhood exploring the Himalayas and dreaming of exploration and adventure in distant places like California. As a teenager, he immigrated to inner-city Los Angeles with his family, setting the stage for a dramatic cross-cultural education. After completing his undergraduate studies, he rode his beloved bicycle, “Bucephalus,” from his mother’s front door in the US all the way to Tierra del Fuego, Patagonia. Japhy is an accomplished alpinist and rock climber.
B.A. in Socio Cultural Anthropology from the National University of Colombia
B.A. Anthropology, Columbia University Born in South Africa to a journalist and a diplomat, Rich has lived in Guatemala since 2013. After graduating from Columbia, he worked with miners and activists in rural Appalachia to combat mountaintop removal coal mining. Rich is an editor and journalist for EntreMundos, a bilingual magazine in Guatemala focused on human rights and social development issues. Rich is just as passionate about identifying bird and plant species as he is about fostering intercultural dialogue.
Nick Gredin Nepal, North India
Micah LeMasters Madagascar, Indonesia
Nick found his passion for cross-cultural education and Buddhist studies as a past Dragons student in Nepal. After completing an undergraduate degree in sociology, Nick went on to earn his master’s degree in religious studies with a focus on Sanskrit language and the spiritual traditions of the Himalayas. He then trained as a Wilderness EMT before returning to Nepal in the aftermath of the 2015 earthquakes to work for a year with Helping Hands Health Education, an NGO that provides medical and educational aid in rural Sankhuwasabha District.
Micah first traveled outside of the US after buying a plane ticket to London on a whim. Immediately falling in love with the idea of ‘other’, he spent a year living in Australia studying Aboriginal history and Australian literature. After several backpacking trips through Europe and the US, Micah joined the Peace Corps in Madagascar, where he taught high school, conducted adult literacy classes, and worked with the World Wildlife Federation. He then enrolled in a Master’s course where he studied the implications and effects of multi-modal literacies, cultural nuance and language on educational processes and experiences.
Claire Bennett Southeast Asia, Himalayas
Babacar Mbaye Senegal
Claire is driven by a passion for global equality and social justice. She first ventured to Asia as a volunteer in Nepal and later returned to found a rural development organization, PHASE. Since then, she has spent time volunteering in Cambodia, coordinating regional strategy for “global education” within the UK school system, and facilitating Global Youth Action—a global work project for disadvantaged youth. Claire is an incurable optimist and has boundless energy – mainly fueled by caffeine from her British tea-drinking habit. She’s currently writing a book on the value of learning service, instructing courses for Dragons, and working as a freelance development consultant.
It takes a wise man to know one, and sometimes it feels hard to quantify all that Babacar brings to a Dragons program. Babacar is an educator at heart, and has worked as an English teacher in Senegal since 1997 after receiving his MA in English. Babacar has been working with Dragons since 2006, first supporting Dragons summer courses and more recently moving into a full-time position with our Princeton Bridge Year program. Although students see Babacar as their fearless leader, he maintains that he is first and foremost a student of their unique perspective and wisdom.
Juan Salvador Galich Guatemala
Sidonie Emerande Madagascar
M.A. Religious Studies, Naropa University B.A. Sociology, University of Southern Maine
M.A. History, University of Cambridge
Proud of being the son of artists and a true nature lover, ‘Juancho’ has worked as a professional guide and educator in Antigua Guatemala for over 10 years. When he is not climbing volcanoes or guiding film crews on adventures, he is collaborating on musical projects with local and international artists. Juancho discovered the beauty of Guatemala through his passion for mountain biking and outdoor adventures, and was inspired to work as a local activist campaigning to help support communities as they endeavored to preserve nature and improve their lives. Juancho is a trained chef who traveled and lived in the U.S. for two years before following his heart back to Guatemala—where he continues to pursue a lifestyle that is deeply connected to the natural landscape.
B.A. with honors, American history/English, University of Indianapolis M.S.ed, Literacy, Language and Culture studies from Indiana University
M.A. English, Cheikh Anta Diop University
B.A. Applied Linguistics in Language Teaching M.A. Studies in Civilization on Gender/Social Issues, Antananarivo University Growing up in Madagascar, Sidonie moved around the country for her parents’ work. At 19, she participated in an international exchange program that sparked her passion for exploration and adventure. She started her teaching journey with Peace Corps in Madagascar as a Malagasy language and cross cultural facilitator. Sidonie’s work with Peace Corps allowed her to collaborate with US volunteers, NGOs, and local authorities. Sidonie is also a lover of languages and speaks Malagasy, English, French, German, and passable Arabic and Spanish.
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W H AT C A N I H O P E TO G A I N FROM THIS EXPERIENCE? A CO M M O N Q U E S T I O N , A N SW E R E D BY O U R PA R T I C I PA N T S
“I was challenged. I became more confident. I became more inspired. We had incredible discussions. I learned about a new culture which in turn made me think critically about myself and my own life. I reevaluated my values and I think I am now a more loving, compassionate, understanding, curious, and inspired person.” —EL WILLIAMS, SOUTH AMERICA SEMESTER “Before my Dragons course, I knew I was passionate about global engagement, but had no idea how to translate that internal drive into action. After my course, I felt as if I gained the
“My time in Indonesia has allowed me to act, advocate, and lead by example for friends and family about world issues I really care about. Even three years later, I think about my
confidence, courage and support to get out into the world—whether that meant becoming
homestays, instructors, and friends from the trip all the time. It ignited a passion for global
involved in a club at my school, as a volunteer in my local community, or with the issues of a
environmental and social justice causing me to choose my specific majors and minors at school
country far from home.” —OLIVIA SOTIRCHOS, NORTH INDIA PROGRAM
(Environmental Studies, Sociology, and International Development). My semester in Indonesia gave me so much direction for who I want to be.” — C R I S S Y M c C A R T H Y, I N D O N E S I A S E M E S T E R
“I no longer get impatient in lines in the grocery stores or complain about the long wait for my coffee. My world is bigger now, and my town feels smaller. I feel a little more caged in—not a great feeling, but I know that it will push me to keep on getting out of my comfort zone and keep traveling.”
“The community from which I come has shaped many of my views, mannerisms, and perspectives; while this is generally okay,
— K AT E C A N N I N G , M A D A G A S C A R P R O G R A M
such a cloistered outlook on the world
“I learned about resource extraction, the lives of indigenous tribes in the Amazon, Andean
concerning the lives, thoughts, and
inevitably leads to a lack of perspective spirituality and music, and about my fellow Dragons who made my experience truly
struggles of people around the
unforgettable. But the greatest effect that my experience had on me was my perspective on
world. Exposure to Moroccan
myself. Through reflection, Peru taught me more about my role in the world as a global citizen,
people, in all their differences
my role with my peers, and about who I want to be.”
compared to Americans, radically
— W I L L L e VA N , P E R U P R O G R A M
changed my worldview. Meeting Muslims daily and having
“I’ve started meditating daily since I got home, and have been keeping a gratitude journal I write in every few days. When it is so easy to get swept away in the chaos of my senior year of high school, filled with college applications, difficult classes, family responsibilities, friends, and everything else, I have found that my experiences abroad have become a grounding force.” — S I LV A N A M O N T A G U , E A S T E R N H I M A L AYA S P R O G R A M 66
informative conversations about their faith changed the way in which I view religion.” —BRETT COHEN, MOROCCO PROGRAM
Resting on trek, a Dragons instructor and student share a moment of reflection inspired by the surrounding Bolivian Andes. Keaton Smith
S O W H AT N O W ?
NEXT STEPS
THE SEARCH FOR THE RIGHT SUMMER OR SEMESTER P R O G R A M S TA R T S W I T H A S K I N G G O O D Q U E S T I O N S .
VISIT OUR WEBSITE Visit Dragons website to see photos, videos, more specific program descriptions, and read participant reflections from the field via our Yak
Here are some for you to consider (and ask of different providers) as you do your research:
Board. If you have questions while exploring our site, just send a message to us via Live Chat.
»» How many years have you been running international programming? SPEAK WITH DRAGONS STAFF
»» What is your ratio of instructors to students?
Give us a call! We love hearing from prospective students and
»» What are the typical professional qualifications and ages of your field staff? »» Do your field staff speak the local languages and have extensive in-country experience?
parents. Our staff is ready to answer any question, no matter how big or small. And we’re always happy to put you in touch with alumni students for their perspective on specific programs.
»» How many of your staff return year after year?
MEET A DRAGONS INSTRUCTOR We have Dragons instructors touring the country and meeting with
»» What type of trainings do you provide your field staff?
prospective students and families. Connecting in-person is a great way to hear about programs and find out if Dragons is right for you.
»» How do your mitigate and respond to risks on course? »» How are your programs and itineraries designed?
READY TO JOIN US?
»» How do you approach the theme of “service” and manage the dangers of “voluntourism”?
Don't wait too long. Our most popular summer and semester programs generally start to fill up 3-6 months before departure. Students
»» How do you ensure the sustainability of your programming with local communities?
are admitted on a first-come, first-serve basis, so get in touch to hold
»» How do you help students apply what they've learned abroad after they return home?
remaining on a specific program.
your place on a program. Or check our website for updates on the spots
To hear our responses to these questions, and more, give us a call at 303.413.0822.
WHERE THERE BE DRAGONS ON INSTAGRAM
T H E A P P L I C AT I O N P R O C E S S
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APPLY ONLINE
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SUBMIT A DEPOSIT TO HOLD YOUR SPACE
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INTERVIEW
FINANCIAL AID Any student that demonstrates reasonable financial need is eligible to apply for financial aid. When awarding financial aid, we look for applicants who are curious, driven, and ready to fully engage with communities around the world.
Follow us on Facebook for community news and reflections, photos, and videos from around the world. facebook.com/WhereThereBeDragons
Approximately 20% of our students go abroad with some level of financial assistance each year. Check out our website to find out more.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
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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 ”… 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.
RUGGED TRAVEL
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STUDY
LEARNING SERVICE
DEVELOPMENT STUDIES
INDEPENDENT STUDY PROJECT
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741 Pearl Street, Boulder, CO 80302
Phone: 303.413.0822
OR
800.982.9203 | Email: info@wheretherebedragons.com
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