Dragons Catalog: Summer & Gap Year Programs by Where There Be Dragons (International Experiential Education)

SUMMER & GAP YEAR PROGRAMS IMMERSIVE + RESPONSIBLE TRAVEL SINCE 1993

ALL IMAGES IN THIS CATALOG WERE TAKEN BY STUDENTS AND INSTRUCTORS ON DRAGONS PROGRAMS. Cover: In Cambodia, a student takes a moment to admire ancient wall carvings. Seavyi Yonn

This page: Students welcome the rising sun with a celebration on Laguna Chilata in the Cordillera Real, Bolivia. Ryan Gasper

Asia | Latin America | Africa | North America MAPMAKERS ONCE DREW DRAGONS TO REPRESENT LANDS UNKNOWN. TODAY, GOING

“where there be dragons” MEANS EXPLORING BEYOND WHAT'S known TO YOU.

WHEN WE ENGAGE THE UNFAMILIAR, WE DISCOVER NEW PARTS OF OURSELVES AND THE WORLD.

TRAVEL DIFFERENTLY.

ABOUT DRAGONS

PROGRAMS

OTHER RESOURCES

Immersive Summer & Gap Programs

Compare Summer Programs

14–15

Supporting Your Experience

Student Outcomes

Summer Programs

16–33

Notes on Safety

Responsible Travel

Compare Gap Semesters

34–35

Meet a Few of Our Instructors

Alumni Spotlight

Optional College Credit

36–37

Next Steps

Gap Semesters

38–49

Program Components

12–13

52–53 55

For the most up-to-date information—including program itineraries, availability, and pricing—please visit our website: WWW.WTBDRAGONS.COM/STUDENTS 3

Shearing sheep in the community of Paru Paru, Peru. Dave Haffeman

SUMMER & GAP PROGRAMS U N PA R A L L E L E D I M M E R S I V E E X P E R I E N C E S For over 30 years, Dragons has offered the most immersive travel programs available. By creating meaningful opportunities to engage as travelers rather than tourists, students are able to truly connect with people and places in the communities we visit. Students apprentice with artists, live with families, and engage with scholars, farmers, activists, and community leaders allowing them to fully experience a new reality. Here’s what makes our programs unique:

UNFILTERED

CUSTOM-CRAFTED

SMALL GROUPS & MENTORSHIP

Students gain wisdom and knowledge from a multitude of

Every program is a unique and original adventure. Each trip

A typical Dragons group consists of 12 students and 3 instructors

perspectives and experiences. Learn directly from the daily

is infused with the passions, expert knowledge, and local

(an industry best 4:1 ratio) so that you receive individual

realities of the people and places you visit—often beautiful,

connections of our instructors which create unscripted and

support, personalized challenge, and intentional mentorship.

sometimes complex, and always real.

genuine connections to the places you visit.

OFFLINE EXPERIENCES

WELL-ROUNDED

SLOW TRAVEL

Programs offer an offline and fully present reality. Swap out

Our Program Components allow you to engage with a wide

If you want to really get to know a place and connect with the

your phone for hours of laughter, new memories, and stories

range of activities such as homestays, trekking, and language

people who live there, you have to slow down. We believe in quality

with your homestay family and friends.

study to create the most well-rounded experience possible.

time, sharing a cup of tea, and listening to another person’s story.

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 our son, and also facilitated his personal growth in a manner I’m not sure any other program could have accomplished." — PA R E N T O F PA S T D R AG O N S S T U D E N T W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

The highlight of my experience has been watching my own growth and self-development. I have really been able to see myself gain confidence and find my identity. I have been incredibly happy, and when I’m not, I’ve been able to get through it, giving me even more confidence in myself. This has been especially meaningful because I have proven to myself that I am even more strong and capable than I believe." —A U T U M N , PA S T D R AG O N S S T U D E N T

Left: A student practices pottery with their ISP mentor in Morocco. Olivia Wilkins Right: Photo from Dragons archives, Seavyi Yonn, Kevin Witkow

S T U D E N T O U TCO M E S EYE-OPENING EXPERIENCES Our programs are designed to be safe spaces for you to challenge yourself and push the edges of your comfort zone. Ultimately, a Dragons program helps students wholeheartedly engage with multiple realities to expand perspectives, build new connections, and gain inspiration for the future. You can expect to learn more about yourself, gain real-world skills, and create lasting friendships.

GROWTH

LEADERSHIP

CULTURAL & TRAVEL COMPETENCY

Through carefully mentored experiences, students

Further your leadership skills. Practice navigating interpersonal

Develop the confidence to travel on your own. Learn how

can safely learn and grow as individuals.

dynamics, using your voice, and amplifying your strengths.

to navigate new circumstances and adapt to the unfamiliar.

• Independence

• Communication

• Cultural awareness & sensitivity

• New-found confidence

• Conflict resolution & problem solving

• Cross-cultural communication

• Self-awareness

• Collaboration

• Foreign language competency

• Critical thinking & decision making

• Giving & receiving feedback

• Navigation & logistics

• Adaptability

• Engagement with different perspectives

• Responsible travel

• Education, career, & life path exploration

• Understanding of power & privilege

• Ethical photography & videography

• Resiliency

• Environmental stewardship

• Learning service

• Compassion, empathy & gratitude

• Community organization & activism

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

I expected to meet amazing people and friends, be immersed in families and learn about culture first-hand, to enjoy the stunning mountain vistas and grapple with environmental and social justice issues alongside my fellow travelers (and locals!). These expectations were all met and exceeded." —BENJAMIN, SOUTH AMERICA SEMESTER STUDENT

Each June, Dragons brings staff in from over 15 different countries to participate in a two week intensive training and staff orientation in the Sierra Nevada mountains of California. Calvin Grover

R E S P O N S I B L E T R AV E L VA L U E S M AT T E R Traveling responsibly has always been at the core of all we do. Our travel strives to be environmentally conscientious, culturally aware, and focused on developing sustainable and reciprocal relationships. We're far from perfect, but we're always guided by our impacts, travel ethics, and the humility to first listen and learn from our community partners. Dragons is committed to cross-cultural education as a tool for breaking down barriers and enhancing understanding between people and communities. Here’s how we live our values:

•

B-CORP CERTIFIED Dragons meets the highest verified standards of social and environmental performance, transparency, and accountability.

•

COMMITMENT TO EQUITY We actively strive to increase diversity, equity, and inclusivity within our community of administrative staff, field instructors, student body, and in-country partners.

•

INVESTMENT IN COMMUNITY Dragons prioritizes travel that invests directly in local communities and economies in order to create positive and sustainable impacts.

•

JUSTICE MINDED We intentionally explore issues of race, class, gender, privilege, and power through a self-reflective lens in order to foster empathy and allyship.

•

ACCESS & FINANCIAL AID We provide financial aid to over 20% of our students as well as scholarship grants via the Dragons Fund, our 501c3 partner.

•

LEARNING SERVICE Our approach to service helps ensure that our impacts are beneficial to all and enable students to turn good intentions into effective results. "Learning to serve" is ultimately a process that makes for a lifetime of thoughtful engagement.

•

DEPTH OVER BREADTH We run a limited number of programs because we value quality over quantity and seek to minimize our travel impact. Programs are intentionally longer to make your travel count.

•

GAP YEAR ASSOCIATION CERTIFIED Dragons is certified by the Gap Year Association, a 501(c)3 nonprofit accreditation and standards-setting organization for gap years that is recognized by the US Department of Justice and the Federal Trade Commission.

•

WANT TO LEARN MORE? Scan the QR code to learn about our commitment to responsible travel.

I have learned so much about the border, indigenous peoples, and the environment. This has been such a unique experience unlike anything I’ve done before and has given my the opportunity to reflect on my privilege and examine new perspectives." — PA S T S E M E S T E R S T U D E N T W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

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 , C H I N A P R O G R A M S T U D E N T

Students engaged in a Learning Service project on the Tufts Southwest Semester. Jac Kovarik

A L U M N I S P OT L I G H T M E E T S O M E O F O U R PA S T S T U D E N T S Whoever you are and whatever experiences you have had, you are welcome with us. Students who choose Dragons come from many different backgrounds, but are united by a sense of curiosity and a desire for meaningful travel experiences.

ETHAN

DANIELLE

HOMETOWN Boulder, CO

HOMETOWN Kingston, Jamaica

DRAGONS PROGRAMS Peru, Rio Grande Semester

DRAGONS PROGRAM South America Semester

“MY BIGGEST FEAR before going on my first Dragon’s

“I CHOSE DRAGONS BECAUSE I felt connected to

trip to Peru was that I would say something offensive

the morals and principles of the organization such as

to my homestay family in Spanish because I was just

focusing on the group dynamics and being intentional

learning. After that trip, I learned that making mistakes

about cultivating a deep respect for communities. This

in a close community means growing and expanding :)"

has still remained with me to this day.”

NEVY

TRISTAN

HOMETOWN Fircrest, WA

HOMETOWN Far Rockaway, NY

DRAGONS PROGRAM Thailand

DRAGONS PROGRAM Peru

“THE MOST IMPACTFUL PART of my Dragons

“MY BIGGEST FEAR when joining Dragons was the fact

experience was during the homestay where I felt I

that I was going to a foreign country without contact with

was a part of the community. Cooking with my mom

familiar people—this was definitely out of my comfort

and sisters, playing with the children, having fun and

zone. I quickly felt at home swimming with locals in

conversing with elders. It really was another home.”

Pongo and playing soccer with children from Urubamba.”

ALEXA

KIAN

HOMETOWN New York, NY

HOMETOWN Mumbai, India

DRAGONS PROGRAMS Guatemala, Cambodia

DRAGONS PROGRAM Thailand

“THE MOST IMPACTFUL PART of my Dragons

"THE MOST IMPACTFUL PART of my Dragons

experience was learning how to be with myself and the

experience is a no brainer—it’s the people that I met!

power of reflection. Being in a small group in a foreign

This includes my homestay mom and adorable homestay

environment can be overwhelming, and I learned how

siblings, the honored monks, the Thai university

to share the experience with others while also digesting

students we hung out with, the instructors and all my

it for myself.”

fellow students on the 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

PROGRAM COMPONENTS A DV E N T U R E . E X P LO R E . L E A R N . Our 9 Program Components are the building blocks of every Dragons journey. Each program blends a diverse range of activities and themes that help students immerse themselves and

RUGGED TRAVEL

HOMESTAY

LANGUAGE STUDY

TREKKING

LEARNING SERVICE

Tajik yurts, Bedouin tents, or

All Dragons programs include

From mellow day hikes to epic

Our learning-centered approach

Taiwanese apartments, every

varied levels of language learning.

mountain ascents, trekking and

to service helps ensure that

accommodations, practicing

homestay is an uniquely immersive

Students do not need to arrive with

wilderness exploration varies on

community engagement is truly

low impact travel, and piling

experience. Homestay families

any level of language experience—

each program. Hiking between

positive for all those involved.

into tuk-tuks, train cars, and

welcome students into their homes

there’s no expectation to know

remote villages, traversing

We listen, assess, act, and then

camionetas—side-by-side

as part of the family, allowing for

Hindi, Spanish, or Mandarin. The fun

alongside the Mekong River,

evaluate: a framework that

with the local community.

fast and lasting connections. Though

is in trying out your vocabulary (or

or trekking through different

can be applied to successful

Slow and locally-inspired

students are sometimes nervous for

fluency!) to navigate a new cultural

ecological zones gives students

learning service ventures in the

travel gives students room to

this part of the experience, we’re

context and build connections with

the opportunity to explore

future. We believe in having the

really sink in and experience

often told this is the best part of

local communities.

nature and learn about pressing

humility to listen and learn first,

where they are.

traveling with Dragons.

environmental issues firsthand.

and to help second.

Left: Steven Gu; Aaron Slosberg; Michael Woodard

We respect cultural norms by staying in family-owned

Right: Micah LeMasters; Photo from Dragons archives; Annika Kendall

meaningfully connect with their surroundings. The program components are a great way to find a trip that best fits your individual interests. No prior experience is needed.

Wondering what the components look like in action? Check out the videos page on our website.

ENVIRONMENTAL & SOCIAL JUSTICE

INDEPENDENT STUDY PROJECTS (ISPS)

RELIGIOUS & SPIRITUAL TRADITIONS

What variables contribute to quality

Get paired with a local mentor

We consider how spiritual beliefs give

Dragons programs are built

of life? How does privilege shape

and dive into a question,

meaning and context to daily reality.

around a set of regional themes

our sense of global responsibility?

craft, or cultural tradition of

Instructors help students explore the

exploring topics such as the

What is our social and environ-

interest. The ISP is a great way

belief systems of their host culture

impacts of climate change,

mental impact on the world? These

to individually pursue your

while living with homestay families,

cultural survival, or grassroots

questions are central to conver-

passions on your program.

visiting religious monuments, and

activism. We explore the focus

sations about equity and justice.

Past projects have focused on

observing local rituals. Dragons gives

of inquiry experientially by

Instructors introduce students

traditional weaving, Ayurvedic

a firsthand introduction to local

hosting guest speakers, visiting

to local activists and community

medicine, martial arts, and

beliefs, rituals, and practices whether

local events, and engaging in

members who’ve made these topics

spearfishing to name a few.

it be Buddhism, Islam, Christianity, or

lively group discussions.

a central focus of their lives.

FOCUS OF INQUIRY (FOI)

other religious contexts.

S U M M E R T R AV E L P R O G R A M S 2, 4, & 6–WEEK PROGRAMS | AGES 15–20

Make the most out of your summer. Expand your worldview by diving into another culture, build lasting friendships, and experience what it’s like to really live somewhere else—if only for a few weeks. The best part? You'll return with endless stories—unique and worth sharing.

A Dragons group descends to an Andean mountain lake. Ryan Kost

S U M M E R P R O G R A M C O M PA R I S O N C H A R T HOMESTAY

LANGUAGE STUDY

TREKKING

LEARNING SERVICE

China: Mandarin Language Intensive, 4–Week

10+ days

40+ hours

Day Hikes

China: Mandarin Language Intensive, 6–Week

15+ days

60+ hours

Taiwan: Mandarin Language Intensive, 4–Week

10+ days

Indonesia: Conservation & Culture, 4–Week

ASIA

RUGGED TRAVEL

ENV. & SOCIAL JUSTICE

INDEPENDENT STUDY PROJECT

SPIRITUAL TRADITIONS

LOW EMPHASIS MODERATE HIGH EMPHASIS

DATES

AGES

PAGE

5+ hours

6/28 – 7/25

15 – 18

p16

Day Hikes

5+ hours

6/28 – 8/4

16 – 18

p16

40+ hours

Day Hikes

5+ hours

6/28 – 7/25

15 – 18

p17

15+ days

15+ hours

3+ days

5+ hours

6/28 – 7/25

16 – 18

p19

Cambodia: Peace-Building & Conservation, 4–Week

5+ days

10+ hours

Day Hikes

10+ hours

6/28 – 7/25

16 – 18

p20

Thailand: Sustainability & Spirituality, 4–Week

10+ days

10+ hours

3+ days

10+ hours

6/28 – 7/25

15 – 17

p21

Indian Himalayas: Roof of the World, 4–Week

3+ days

5+ hours

10+ days

10+ hours

6/28 – 7/25

16 – 18

p22

Bhutan: Happiness in the Himalayas, 2–Week

3+ days

3+ hours

3+ days

3+ hours

6/28 – 7/12

16 – 18

p24

Nepal: Traditions of the Himalayas, 4–Week

10+ days

10+ hours

3+ days

10+ hours

6/28 – 7/25

17 – 20

p25

HOMESTAY

LANGUAGE STUDY

TREKKING

LEARNING SERVICE

DATES

AGES

PAGE

Peru: Sacred Mountains, 4–Week

5+ days

10+ hours

5+ days

5+ hours

6/28 – 7/25

15 – 17

p27

Guatemala: Spanish Language Intensive, 2–Week

5+ days

20+ hours

2+ days

7+ hours

6/28 – 7/12 7/17 – 7/31

15 – 17

p28

Guatemala: Spanish Language Intensive, 4–Week

15+ days

40+ hours

3+ days

15+ hours

6/28 – 7/25

15 – 17

p28

Guatemala: Spanish Language Intensive, 6–Week

15+ days

60+ hours

5+ days

20+ hours

6/28 – 8/4

16 – 18

p28

Bolivia: Spanish Language Immersion, 4–Week

10+ days

40+ hours

5+ days

10+ hours

6/28 – 7/25

17 – 19

p29

HOMESTAY

LANGUAGE STUDY

TREKKING

LEARNING SERVICE

DATES

AGES

PAGE

Senegal: Rhythms of West Africa, 4–Week

10+ days

10+ hours

3+ days

10+ hours

6/28 – 7/25

15 – 17

p31

Morocco: Culture & Tradition, 4–Week

5+ days

15+ hours

3+ days

15+ hours

6/28 – 7/25

16 – 19

p32

HOMESTAY

LANGUAGE STUDY

TREKKING

LEARNING SERVICE

DATES

AGES

PAGE

< 5 days

5+ hours

10+ days

20+ hours

6/28 – 7/25

15 – 18

p33

LATIN AMERICA

AFRICA

NORTH AMERICA

Colorado: Sustainability & Resilience, 4–Week

RUGGED TRAVEL

ENV. & SOCIAL JUSTICE

W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

INDEPENDENT STUDY PROJECT

SPIRITUAL TRADITIONS

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 25 June 28 – August 4

15 – 18 16 – 18

directly from local mentors about topics ranging from

IN THE WORLD. For anyone interested in exploring and understanding China’s rich

cooking, calligraphy, traditional Chinese

history and culture, its ever-increasing influence in the world, and what life is like for

medicine, martial arts, musical

the 1.4 billion people who live here, learning Chinese is the first step. Our approach to

instruments, and environmental

language study is holistic: including group travel,

issues. Students also explore local

homestays, and Independent Study Projects (ISPs)

historic and cultural sites such

in addition to formal classroom instruction. Our 4-week and 6-week program options divide

AS I A: S UM M ER

MONGOLIA

HOMESTAY

MORE PEOPLE SPEAK MANDARIN CHINESE THAN ANY OTHER LANGUAGE

RUSSIA

INDIA

PROGRAM COMPONENT EMPHASIS

BEIJING

XI ’A N

CHINA

TIGER LEAPING GORGE LASHIHAI HONG KONG KUNMING

and Flower Market, and Green Lake Park. During rural homestays,

Province) and one of several small villages in rural

sample activities include organizing

Yunnan. This is a region renowned for mountainous

pick-up soccer or basketball games with village teenagers, helping

Tibetan, Yi, Dai, and Miao (Hmong) people. During both urban

homestay families in the fields, visiting

and rural homestays, students meet for 3–4 hours of formal

Buddhist monasteries, and learning about

Mandarin instruction per day. Homestay placements reinforce

the work of local NGOs.

language acquisition and offer students opportunities to practice new vocabulary with their families in the evenings.

ISPs

as The Golden Temple, the Bird

their time between Kunming (capital city of Yunnan

terrain, natural beauty and ethnic diversity—including Naxi,

LANGUAGE STUDY

Students return home with a firsthand understanding of China’s diversity and increased confidence in their ability to

While in Kunming, students also engage in ISPs, learning

communicate and navigate in a rapidly changing China.

TEL: 303.41 3.0822

Right: Yi-Ching Hsieh; CCLoop

Days

DATES

Left: Photos by Eric Jenkins-Sahlin

28/38

DESCRIPTION

TA I WA N MANDARIN LANGUAGE INTENSIVE 4-Week Summer Abroad Program

DESCRIPTION

DATES

AGES

Improve your Mandarin language skills through daily language lessons, carefully selected homestays, and community engagement while experiencing the rich cultural traditions that thrive in Taiwan.

June 28 – July 25

15– 18

28 Days

CHINA TA I P E I

YILAN

TA I WA N TA I T U N G

PROGRAM COMPONENT EMPHASIS

HOMESTAY

LANGUAGE STUDY

TAIWAN, APPROPRIATELY DUBBED

where we stay amongst a Paiwan indigenous community. Here

THE "BEAUTIFUL ISLAND" BY EARLY

we explore their unique history and efforts to preserve their

PORTUGUESE SAILORS, has enticed

indigenous culture against the backdrop of a rapidly

global travelers with its captivating

modernizing nation. Connecting with local youth unveils

seashores, lush landscapes, and dramatic mountains for centuries. Taiwan's rich history, resilient economy, and long-held cultural

new perspectives through shared traditional song, dance, and cuisine. Immersed in small communities, we gain an appreciation for a distinct way of life while

traditions make it an unforgettable destination. Our

honing our language skills and cultural understanding.

4-week Mandarin intensive program divides its time

Our time together ends under the city lights of Taipei, where we spend time appreciating the political, cultural, and economic center of Taiwan. Infusing our

Taipei while providing ample opportunities for Mandarin

time with language lessons, immersive homestays, and opportunities for dialogue in Mandarin, we build not only language

Starting in Yilan's fertile plains, students live with rice farming families and learn

competence, but also deeper confidence in navigating the colorful tapestry of Taiwan.

about sustainable practices that have evolved over generations. Living within the community, we engage in daily language lessons while absorbing local routines, appreciating rice's profound significance in the society, and delving firsthand into

“I am inspired to make my own choices in life based on what I want and what I feel, rather than following this cookie-cutter expectation of what a successful life should be."

organic small-scale agriculture. Descending Taiwan's east coast we arrive to Taitung, 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

— E L L A , PA S T D R AG O N S S T U D E N T

ASI A: S UM M E R

between farming communities in Yilan, indigenous villages around Taitung, and the bustling metropolis of language practice.

ISPs

E YA K

D•

•FRO

B O

BY LARKIN, 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, I haven’t left home at all.

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

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 program reflections from Dragons students past and present at

Larkin

WWW.THEYA KBOA R D.COM

Left: Celia Mitchell

AS I A: S UM M ER

electric spigot. Although—I never was this hot and sweaty at home.

Love,

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 N S E R VAT I O N & C U LT U R E I N T H E W O R L D ’ S L A R G E S T A R C H I P E L A G O 4-Week Summer Abroad Program

DESCRIPTION

DATES

AGES

Experience the most diverse archipelago on Earth: live with sea nomad communities, harvest coffee, and learn about efforts to protect the world’s most extraordinary rainforests and coral reefs.

June 28 – July 25

16 – 18

28 Days

CHINA

MANADO

BORNEO TA N A TO R A JA

RUGGED TRAVEL

COMPRISED OF OVER 17,000 ISLANDS AND 700

Next we ride in airplanes and boats to the

LIVING LANGUAGES, INDONESIA IS HOME TO

archipelago of Wakatobi in southeast Sulawesi,

THE HIGHEST LEVEL OF BIODIVERSITY OF ANY

home to the Bajau people—also known as the “sea

NATION. Whether fishing with your homestay family or

nomads.” The Bajau live in stilt houses built over

listening to the call to prayer in the world’s largest Muslim

the open ocean and spend the majority of their

country, Indonesia is sure to stimulate your senses. Our

lives on the water. We embrace their unique

program orientation begins in the rolling green hills of the

sea-faring lifestyle, snorkeling over fragile reefs,

LUWUK

Dieng plateau. Known as the “Abode of the Gods,” the

attending indigenous ceremonies, and learning

MOROWALI

plateau is home to ancient Hindu temples, hot springs,

about conservation initiatives. As we engage

and bubbling, colorful geothermal lakes. Descending to

with the diverse peoples of Indonesia, we begin

the Javanese cultural capital of Yogyakarta (Jogja, for short),

to understand how our definition of “community”

KENDARI MAKASSAR

PROGRAM COMPONENT EMPHASIS

WA K ATO B I

we enter our first homestay. The modern and the ancient

can grow to encompass our own environments and

mingle on Jogja’s meandering streets, which are home to a

traditions back home.

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

unique blend of Javanese, Hindu, and Islamic traditions. We take advantage of the city’s offerings by exploring its bustling

“The most special component of this trip is the environment Dragons has co-created

markets, Sultan’s palace, and many mosques. Students take part

with the Indonesian communities...This environment not only fosters, but promotes the

in short-term apprenticeships with local artisans and experts,

formation of real relationships between homestay families and Dragons students.”

AUSTRALIA

learning new skills to bring 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

— S E A N , PA S T D R AG O N S S T U D E N T

ASI A: S UM M E R

INDONESIA UBUD, BALI

HOMESTAY

CAMBODIA P E A C E - B U I L D I N G & C O N S E R VAT I O N 4-Week Summer Abroad Program

AGES

Examine issues of human rights and international development: engage in the optimism of Cambodian youth, unpack the legacy of the Khmer Rouge and gain insight into Theravada Buddhism firsthand.

June 28 – July 25

16 – 18

with the Cambodian people, and gain

A COUNTRY THAT EVOKES IMAGES OF JUNGLE TEMPLES, BRIGHT

context around Cambodia’s present-

ORANGE ROBED MONKS, AND LUSH RICE FIELDS. Our program begins in

day political landscape. We meet

the overgrown temples of Angkor civilization which hold the secrets to the ecological

with activists and artists who call

and architectural wonders of a culture that ruled much of Southeast Asia for nearly a

one of Asia's hippest emerging

thousand years. Here we explore the storied ruins to discover the traditions that have

cities home.

Continuing past the floating villages of Lake Tonle Sap, we gain insight into the effects of upriver dams on the

AS I A: S UM M ER

THAIL AND

L AOS

CAMBODIA

B AT TA M B A N G

PHNOM PENH

VIETNAM KEP

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

way to the coastal village of Kampot, where we engage

ecology of Cambodia’s largest body of freshwater

in a community-run mangrove

and discuss environmental issues that are critical

restoration project and celebrate

to Cambodia’s food security.

the final days of our program reflecting

Our program continues on to the sleepy city

SIEM REAP

HOMESTAY

Finally we make our

CHINA

LEARNING SERVICE

KNOWN FOR THE INCOMPARABLE RUINS OF ANGKOR WAT, CAMBODIA IS

endured throughout the centuries of changing power.

PROGRAM COMPONENT EMPHASIS

with group members near the sea.

of Battambang where we meet with dedicated NGO representatives working on education, child

“The walls that humans put up between countries, made up of money, skin color

rights, and anti-orphanage tourism initiatives.

and language are meaningless. Our experiences shape the way that we see the world,

In Phnom Penh, we confront the atrocities of

but we are unified on the basis of compassion, love and a thirst for knowledge.”

the Khmer Rouge genocide, build empathy TEL: 303.41 3.0822

— O O N A , PA S T D R AG O N S S T U D E N T

Right: Photos from Dragons archives

Days

DATES

Left: Jemina Auge & Noah Arroyo; Photo from Dragons archives

DESCRIPTION

THAILAND S U S TA I N A B I L I T Y & S P I R I T U A L I T Y I N T H E L A N D O F S M I L E S 4-Week Summer Abroad Program

28 Days

DESCRIPTION

DATES

AGES

Explore living reciprocity: a 3-day Theravada meditation retreat in the cool mountains of Chiang Rai, help out on community-driven learning service permaculture projects, and live with hill tribe communities.

June 28 – July 25

15 – 17

PROGRAM COMPONENT EMPHASIS

RUGGED TRAVEL

CHINA

LEARNING SERVICE

SPIRITUAL TRADITIONS

MYANMAR MAE HONG SON CHIANG MAI

L AOS

U B O N R ATC H ATA N I

THAILAND BANGKOK

CAMBODIA

KRABI

“This trip changed my life and I learned so much about myself (more than I ever learned

BANGKOK TO THE VERDANT MOUNTAINS

in school). I know now what I want to do and what I love and how I want to live my life.”

AND RICE PADDIES OF THE NORTH, THE

SUKHOTHAI

INDIA

FROM THE BUZZING METROPOLIS OF

— K AT E , PA S T D R A G O N S S T U D E N T

STAGGERING BEAUTY OF THAILAND LEAVES ONE ENCHANTED AND YEARNING TO EXPLORE

living in a region experiencing rampant development while

THE NEXT WONDER. Our program begins in the

maintaining ritual and custom.

Kingdom of Siam’s first capital, Sukhothai.

From here, we enter into a small Theravada Buddhist

Here students orient to the cultural, spiritual, and

monastery in Chiang Rai for a three day meditation

culinary nuances of the Land of Smiles before boarding

retreat where we learn and practice many forms of

the slow train north to the art and cultural hub of Thailand,

meditation—insight, walking, eating, silent—to center

Chiang Mai. Here we explore the city’s many temples and meet

ourselves. We then venture to a Thai-run eco-village to study permaculture and sustainability practices. We learn about seed banking, traditional organic farming,

conservation. We then move further north into the mountainous hill

adobe building, natural medicines, and rice cultivation in a

tribe regions in Mae Hong Son, where we hike from village to village

valley surrounded by picturesque national parks. Our Thailand

through tea plantations and coffee fields staying with ethnic minority

journey culminates with a few day’s exploration of the country’s

communities to catch a glimpse into their traditional way of life. Amid paddies and

colorful and bustling capital, Bangkok, where we say goodbye to Southeast Asia amid

glittering Buddhist temples, we explore some of the dichotomies that come with

the wild sprawl and awe-inspiring skyline of one of the world's great alpha cities.

W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

ASI A: S UM M E R

with grassroots NGOs and activists working on gender equality, migrant workers rights, environmental protection, and elephant

I N D I A N H I M A L AYA S ROOF OF THE WORLD 4-Week Summer Abroad Programs

28 Days

DESCRIPTION

DATES

AGES

Examine diverse Himalayan cultures, explore Tibetan Buddhist traditions, and trek into the awe-inspiring mountains of Ladakh.

June 28 – July 28

16 – 18

PROGRAM COMPONENT EMPHASIS

RUGGED TRAVEL

HOMESTAY

TREKKING

SPIRITUAL TRADITIONS

CHINA LEH

DELHI

AS I A: S UM M ER

INDIA

NEPAL

meals and learning about village life, or we

FROM PAKISTAN TO CHINA, THE

pitch tents and sleep outside under the

HIMALAYAN RANGE BOASTS HALF THE

brilliant blanket of stars.

WORLD’S HIGHEST MOUNTAINS. Clinging

This program travels further south

to the far western flank of the Tibetan plateau,

into the Himalayan foothills to the

jagged peaks and windswept valleys have largely

Indian state of Himachal Pradesh. Upon

preserved the local cultures of Ladakh. Our

the Dalai Lama’s escape from Tibet,

exploration begins close to the regional capital

thousands of devout followers settled

of Leh, where we learn language basics, explore

in Dharamsala, the seat of His Holiness’

pastoral communities, and acclimatize to the 11,500 ft

exiled government. Today, Tibetan language,

elevation. We explore local issues in meetings with NGO

traditional medicine, art, and spirituality are

leaders who share their firsthand experiences trying

preserved here. It is a place that inspires with stories

to preserve Ladakhi heritage and environment despite

of struggle and perseverance and a message of hope and compassion. We stay in a

shifting cultural, ecological, and economic patterns

Buddhist monastery to better understand the basic tenets of Buddhism before moving

within the region.

onto Dharamsala to live with Tibetan refugee families, work in the fields, and attend

We trek deep into glaciated valleys, passing through

classes at the Tibetan Institute of Performing Arts. The Indian Himalayas program is a

tiny hamlets as we follow remote herders’ trails. As we pass through some of the

window into Himalayan cultures and landscapes, as the region adapts to challenging

world’s most breathtaking mountains, we stay in family homes in tiny villages, sharing

environmental and political climates.

TEL: 303.41 3.0822

Right: Theo Weiman

TIBE T

PA K I S TA N

STRETCHING MORE THAN 1500 MILES

Left: Caleb Brooks; Photo from Dragons archives

DHARAMSALA

E YA K

D•

•FRO

B O

B Y S Y LV I E , S T U D E N T Indian Himalayas Program

COURAGE AS A VERB Dear Family, I want to update you about how my travels in Ladakh are going so far. One of our

Being away from you all has been anything but easy.

first orientation activities was to define and identify our comfort, learning, and panic

Almost everything here reminds me of my family: our

zones. For me, my comfort zone was equated to Chipotle (the restaurant chain).

instructor Tsering-Ji saving extra tissues in her pockets

My learning zone being new things and my panic zone when I feel unsafe—the hot

for unforeseen emergencies just like my Dad’s

pepper at Chipotle. Being in Ladakh is most definitely a learning zone experience.

pocket napkins that have saved the day many

I have laughed and cried and smiled more on this trip than I have in a long time. I

times. The bright yellow fields of wildflowers here

am leaning into the saying that the most growth comes from being uncomfortable.

remind me of my mom—the mustard maker. I miss

Now please, let me not mislead you, I have been drinking the most delicious jimpo milk tea with cardamom biscuits every morning. I have been eagerly enjoying home cooked Ladakhi meals every night (they have the same love and flavor in

my CA sangha so much. And—I have grown my family here—11 participants and three instructors stronger. Being in Ladakh, I have grown so much gratitude for

them as my mom’s). I have sung my heart out to “For the Longest Time” and “Party

my life, dirt and all. In my journal, I made a new word.

in the USA” (on the 4th of July) on bus rides with my friends and instructors. I

I now use courage as a verb. Taking a big, continental

have met some of the kindest, most supportive, and compassionate human beings

leap by going on this trip, I most definitely couraged

during my time here.

and I feel overwhelmingly grateful and proud that I did.

There is a new Ladakhi word that I have learned and want to share with you all—

To all of my sangha (India and beyond!) I love you.

Sangha. It translates to many things, one meaning being “together.” Our instructor, Hemant-Ji, offered the image of a bucket. If a handful of dirt is added to the

plenty of dirt—visible on my clothes, fingernails, maybe a little odor. And yet, along with this dirt, I have been met with an ocean of love and support and shared laughter and tears. So much so, that the dirt makes this ocean bigger, stronger.

ASI A: S UM M E R

bucket, the water becomes undrinkable. However, adding that same handful of dirt to an ocean (a sangha) has an insubstantial effect. On this trip, I have encountered

Visit the Yak Board for program reflections from Dragons students past and present at WWW.THEYA KBOA R D.COM

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 2-Week Summer Abroad Program

DESCRIPTION

Explore a Himalayan culture where happiness has become a measure of national development. Intimate community connections help unveil unique Buddhist worldviews.

Days

IN A COUNTRY WHERE THE PHRASE

DATES

AGES

June 28 – July 12

16 – 18

PROGRAM COMPONENT EMPHASIS

HOMESTAY

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

embodied philosophies impact people’s daily choices.

“GROSS NATIONAL HAPPINESS” LANDS Through listening to local villagers, professionals, and ITSELF ON A LIST OF KEY METRICS FOR DEVELOPMENT, Bhutan encourages us to

the environment, our role in conservation, and the

think critically about what "happiness" means.

concept of the earth as an interdependent organism.

It prompts us to ponder, in both Himalayan and

Since the arrival of television in 1999 and a cascade

personal contexts, what contributes to our quality of life. Our journey into the Himalayan nation of Bhutan THIMPHU

PARO

B H U TA N

AS I A: S UM M ER 24

steady increase in foreign tourism which contradicts

gives us rare access to the sacredness in the vast and

long-held traditions. How can we understand the

wild landscapes, challenging us to reevaluate commonly held

pressures and adaptations of Bhutanese culture in

notions of our role in the natural world. INDIA

of global influences, Bhutan has experienced a

the face of a globalizing world? In our questioning and

We learn how Buddhism, as the state religion, has had deep social impacts, particularly on the creation of unique

exploration of Bhutan, we hope to find a better understanding of the worldviews and assumptions that shape our lives and happiness back home.

government policies on conservation, preservation, and sustainable development. We will also delve deeply BANGLADESH

"I feel like I got everything possible out of Bhutan and Nepal in 4 weeks...The most

into Buddhist philosophy, histories, and folk tales to

important part of this trip is how learning about these cultures and having these

understand different ways of viewing our existence

experiences made me reflect and learn about myself and how I view the world.”

on this planet. We seek to understand how these

— M A R G A U X , PA S T D R AG O N S S T U D E N T

TEL: 303.41 3.0822

Right: Benjamin Felser; Maria Xu

TIBE T

academics, we gain insights into perspectives on

Left: Rishi Bhandari; Jack Greene

CHINA

NEPAL

Ages 18–22

I LABL E

CO L L E G E C R

T P R O G RAM

AVA

N E PA L

ED I

SEE W BSITE E

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

28 Days

DESCRIPTION

DATES

AGES

Discover the beauty of the Himalayas: experience life in remote mountain communities, participate in a meditation retreat, and study traditional arts with local masters.

June 28 – July 25

17–20

CHINA

N E PP OAK LH A R A

INDIA

MONKS, MERCHANTS, POETS, ARTISTS,

trek through stunning mountain valleys, before settling

AND WARRIORS HAVE PASSED THROUGH

into a homestay with subsistence farmers in the

KATHMANDU DURING THEIR JOURNEYS

Himalayan foothills. Here we learn the daily rhythms

never left, and today a multitude of ethnic groups from BHUTAN

PATA N

Moving into rural Nepal, we get the opportunity to

across the Himalayan region all peacefully co-exist in the

K AT H M A N D U

HOMESTAY

SINCE ANCIENT TIMES, TRAVELERS,

ACROSS THE GREAT HIMALAYAN RANGE. Some

TIBE T

PROGRAM COMPONENT EMPHASIS

peaks and valleys of this dynamic country. Nepal’s rich cultural

people about their lived experience of pressing global concerns such as climate change and foreign aid. To better understand the rich spiritual traditions of Nepal, we explore the intertwined religions of

about the underpinnings of identity, community, and spirituality.

Hinduism and Buddhism and also go on a short meditation retreat where we have the chance to fully immerse ourselves in monastic life. We learn about the

how ancient traditions can survive in a rapidly developing society.

foundations of Buddhist philosophy from monks and participate in a spiritual practice that is both informative and deeply introspective.

activists and experts who share their insights on Nepal’s history, politics, and culture. They also offer a unique perspective on the socio-

“Nate scored his trip an “11” on a scale of 1-10. He arrived home dirty and smelly, but more

political complexities facing a newly-democratic Nepal, and challenges the 2015

mature, thoughtful and with a greater understanding of that part of the world.” — PA R E N T O F S U M M E R PA R T I C I PA N T

earthquake continue to pose to Nepali society. 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

environments and different religious communities as we explore During our time in the Kathmandu valley, we meet with local

SPIRITUAL TRADITIONS

of agricultural life and have the chance to talk to local

diversity provides a strong foundation for a larger conversation Our program weaves a path between rural and urban

ISPs

E YA K

D•

•FRO

B O

B Y A L LY S O N , S T U D E N T South America Semester

MIND & BODY When you trek, it’s impossible not to be aware of your body. Each day becomes broken up into a set of systems and routines—all of them ways to care for your physical health, your cohesion with the larger group, to care for your ability to continue. Thoughts fly out of my head and all that remains is the way my feet sound on the path, the air whooshing in and out of my lungs, the sun and the clouds and the rain. In those long hours, especially the ones we recently spent in the Valle de Sondondo, it is so obvious to me: The mind and body are intrinsically connected, each dependent on the other. And nowhere is that more apparent for me than on a trek. HEAD I feel my head pound as we ascend, bit by bit, towards the mountain pass

HEART I’m in the kitchen tent, helping cook dinner with Miguel and Teo. Miguel

in the distance. When we get there, I know instantly that every step was worth

shows me how to peel cloves of garlic with a blunt knife. I carefully strip away each

it. From this viewpoint, Miguel (our guide) tells us we are at the exact midpoint

layer of translucent purple skin. When I ask Teo about his cooking experience, he

between two districts. Neighborhoods sprawl out before us, encompassing the

tells me that he has eighteen years of experience in being a cocinero for treks like

valleys and tapering off into the ridges beyond. Each person in the group finds a

these. And when I ask why, he just shrugs and smiles. Es un acción de amor, no? he

rock, and together the group builds an apacheta—a structure, a miniature tower—

asks me with a grin, and continues to stir.

feet instantly going numb. Why did I decide to do this, again? I think for a moment,

be contrary, waiting for a way to speak without conflict. But that’s not always

remembering the steamy indoor hot spring I just left to swim in these unforgiving

possible. On this trek, we’ve had lots of difficult

waters. Besides me, Jackson and Michaela are gasping and shouting just like I am,

conversations—about

privilege,

striving deeper in the water before their nerves leave them. I grit my teeth and

victimization and the framing of history, on

power

and

follow. Above us, Rosel calls encouragement. I screw my eyes closed and, sucking

foreign aid and development. None were

in one more breath, dunk my head underwater. In that split second, everything

peaceful, but all were necessary. As we

about what I’m doing right now—the cold pressing in around me, my hair floating

continue our descent into the community

around my head in a halo, my feet firmly planted on the riverbed—brings me

where we’ll camp tonight, I can't help but

irresistibly into the present. Here I am, I think. And again: Here I am. And then my

wonder: How many conversations and people

head breaks the surface, and I can’t stop smiling.

and experiences have I missed in the past, by choosing not to speak?

Visit the Yak Board for program reflections from Dragons students past and present at 26

WWW.THEYA KBOA R D.COM

Right: Photo from Dragons archives; David Haffeman

FEET Go! Before I let myself think twice about it, I splash into the freezing river,

THROAT I always have trouble finding my voice in a group—never wanting to

Left: Nina Saligman

L AT IN AM ER IC A : SU M MER

bringing the height of the pass a few inches higher, all to say: We were here.

PERU

Ages 18–22

I LABL E

CO L L E G E C R

T P R O G RAM AVA

PERU

ED I

SEE W BSITE E

S AC R E D M O U N TA I N S 4-Week Summer Abroad Programs

28 Days

DESCRIPTION

DATES

AGES

Celebrate Peru’s unbelievable diversity: live with Quechua families in the heart of the Sacred Valley of the Incas, walk amidst the Andes, and learn about environmental justice in indigenous communities.

June 28 – July 25

15 – 17

PROGRAM COMPONENT EMPHASIS

RUGGED TRAVEL

TREKKING

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

ECUADOR

PERU

BR A ZIL

PERU, ANCIENT SEAT OF THE INCA IS A LAND OF

Plaza, listening to tales of Incan rulers and the

TOWERING PEAKS AND STEAMY JUNGLES, OF

Spanish conquistadors that came before.

MODERN URBAN CENTERS AND HIDDEN VILLAGES.

A short trek takes us to Machu Picchu,

The radical juxtapositions in landscape and culture of

LIMA

CUSCO

MADRE DE DIOS

AREQUIPA

BOLIVIA

and settle in for a four-day homestay

economic disparities that pervade society. Students dig

in the Parque de la Papa. We rise

into critical development issues by living with

with our homestay siblings, harvest

families in remote indigenous communities

potatoes, herd and milk livestock, and

and exploring seldom-visited regions of

participate in a learning service project

the sacred Andes Mountains and lush Amazonian forests. Our journey begins with a short flight

led by local leaders. By the end of the program students are equipped with basic wilderness skills, and a

into the heart of the Peruvian Amazon rainforest.

deeper understanding of regional environmental

A small boat takes us up the Madre de Dios River,

issues and the mysticism of Andean cosmology.

where we learn about forest ecology while listening to a symphony of tropical birds and jungle calls. We meet with local elders who share their

“Peru changed something big inside me. What I value has

hopes and fears about regional development initiatives.

changed; so has my definition of happiness.”

We travel overland to Cusco, exploring the relics of Sacsayhuamán and the central W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

— J U L I A , PA S T D R AG O N S S T U D E N T

LATI N A ME R IC A : S U MM E R

ICA

MACHU PICCU

where we quickly skirt the crowds

this majestic country are mirrored in the striking socio-

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 2-Week, 4-Week, & 6-Week Summer Abroad Programs

AGES

June 28 – July 12 July 17 – July 31 June 28 – July 25 June 28 – August 4

15 – 17 15 – 17 15 – 17 16 – 18

community of Todos Santos. Hidden in the clouds,

LANGUAGE INSTRUCTION, LEARNING SERVICE, AND HANDS-ON

Todos Santos is a mystical mountain town

EXPERIENTIAL LEARNING. Known as the “land of eternal spring,” Guatemala is a

that challenges definitions of “traditional”

country where towering volcanoes cradle the rich cultural heritage of

and “modern.” While continuing with our

ME XICO

L AT IN AM ER IC A : SU M MER

HOMESTAY

OUR GUATEMALA PROGRAM OFFERS THE PERFECT MELD OF INTENSIVE

the colorful and resilient Maya people. Through this lush and

PROGRAM COMPONENT EMPHASIS

TIKAL

BELIZE

with shamans and healers, learn traditional

under professional Spanish instructors in personalized

cooking, volunteer in local schools, and

one-on-one lessons while engaging in homestays and

receive instruction in weaving and marimba.

We begin our program in Pachaj, a small mountain

TODOS SANTOS

G UAT E M A L A

SAN JUAN

XELA

We then wind our way into the protective folds of the Cuchumantes Mountains to the

community nestled in the pine forest outside of

community of San Juan Cotzal. Here we join our

Guatemala’s second biggest city, Quetzaltenango. In

homestay families in the fields as they plant their food

Pachaj, we live with generous homestay families, enjoy

staples of beans, corn, and squash. Our comprehensive journey

one-on-one Spanish language instruction, and volunteer

concludes with a few days in the spectacular colonial capital of Antigua.

with the Chico Mendes Reforestation Project. After a three-day trek from Quetzaltenango to

ANTIGUA

“We sent our son to Guatemala as a teenager, and he returned as a Spanish-speaking,

Lake Atitlan and a visit to the Mesoamerican

SAN LUCAS TOLIMÁN

LEARNING SERVICE

Spanish language instruction, we meet

textured land we travel to remote communities to study

meaningful community-driven learning service projects.

LANGUAGE STUDY

Permaculture Institute, we travel to the highland EL SA LVA D OR

TEL: 303.41 3.0822

thoughtful, sensitive and appreciative young man; a powerful evolution!” — R O B I N , PA R E N T

Right: Julianne Chandler; Dragons archives

Days

DATES

Investigate issues of social justice amidst Guatemala’s diverse landscapes and communities while improving your Spanish language skills through personalized instruction.

Left: Jesse Moore; Tom Ni

15/28/38

DESCRIPTION

BOLIVIA

T P R O G RAM

BOLIVIA Ages 18–22

I LABL E

mentally yet still teach me about the world. Well I found it.” — J A M E S , PA S T D R AG O N S S T U D E N T

ED I

AVA

CO L L E G E C R

“I looked for a program that would challenge me physically, emotionally,

SEE W BSITE E

S PA N I S H L A N G UAG E I M M E R S I O N I N T H E A N D E S 4-Week Summer Abroad Programs

28 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 25

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 served a an important trade

language groups, vast mountain ranges,

route between the high Andes and the tropical cloud forests

dense Amazonian jungle, and a shifting

below. Our journey takes us along the base of

socio-political landscape, Bolivia provides

snow-capped peaks, through misty montane

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 L A PA Z COCHABAMBA CORDILLERA REAL

BOLIVIA

PAR AGUAY CHILE ARGENTINA

forests, alongside coffee and coca fields, and into the heart of Afro-Bolivian culture in the Yungas region. Our final excursion takes us south

language study, and direct engagement with local

to the Uyuni Salt Flats, an otherworldly

activists and landscapes

landscape home to unique ﬂora and

The program begins in Cochabamba, where we

fauna, aquamarine lagunas, and the

live in a small Quechua farming community. Students

largest reserves of lithium on the

enjoy daily Spanish language instruction at our Program

planet. Summiting an active volcano,

House while learning about the vibrant history of grass-

we discuss issues of resource use and

roots mobilization and resistance in the Andes.

environmental conservation in one of the

Acclimatized to the Andean elevation, we depart

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

a panorama for students to explore the links BR A ZIL

TREKKING

E YA K

D•

•FRO

B O

B Y H A R R Y, S T U D E N T West Africa Semester

T H E W O R D S W E D O N ’ T H AV E It’s going to be weird being back home. Three months ago, I never had a word for the act of knocking mangoes out of a tree with a stick, achieving the proper

full of pure, minty foam. Of course, Wolof has a word for this—fruelle, the act of

atayya foam, having my leg fall asleep, shooing chickens, cooling down hot coffee,

achieving the perfect atayya foam through patience and repeated pouring.

or fluffing warm millet. How I made it through 19 years of life without these words, I don’t know. However, thanks to the many intricacies of the Wolof and Pulaar languages, I now have words I never knew I needed.

In Wolof speaking regions of Senegal, there’s a word for the feeling of your leg being asleep. Not your arm or your foot, just your leg. To communicate this, one states with authority: Sama tank, bi dafa nugum! Get ready, first your

By the time I learned the word botgi—knocking fruits out of trees

homestay family’s jaw will drop. Then they’ll offer you their condolences. Nugum is

with a long stick—I had already been plucking

a serious matter when you’re sitting on the floor. Joglendem. Get up and go. Shake

villages, botgiis is an art. Taking a long stick that has been cut into a fork at the end, small children reach up as far as they can into the trees around their villages and coerce mangoes (often unripe) out of their leafy homes. While I don’t expect to see mangoes being pulled out of trees back in New York, I’ll miss the adeptness with which the children here grab their fruit. When you’re making atayya, the minty black tea that’s enjoyed throughout the afternoons and evenings here, foam is key. In preparing atayya, you’ll

spend

minutes

Pulaar, the language and culture of much of southern Senegal and beyond, brings me so much joy. From the singsong, almost call-and-response greetings everywhere you go to the lathidi jumbo, a dish which quickly won my heart, Pulaar culture has drawn me in from the get go. While throughout Senegal the word atchaa! is used to shoo away dogs, cats, goats, sheep, and cows alike, I found out early on into my Temento Samba homestay that you don’t atchaa! chickens. Instead, you gently say cous, cous with a wave of your hand and they’ll strut away. Chicken begone. Another important part of life in Senegal is your hot, hot, hot morning coffee. To help save your tongue from a certain demise of scalded tastebuds, mothers will pour the dark liquid back and forth, high to low, between two plastic mugs before eventually handing you the significantly cooler coffee. Much like how Wolof has fruelle, Pulaar hasjerri, a word that has often saved me from a burnt tongue.

at a time pouring the

Oops, I’ve been sitting too long writing this Yak. Sama tank, bi dafa nugum!

scalding liquid back

Time for me to get up. It is my last day here, after all. I’ve got people to greet.

Visit the Yak Board for program reflections from Dragons students past and present at 30

WWW.THEYA KBOA R D.COM

Right: Angelica Calabrese

for a couple weeks. Across Pulaar Senegalese

it off. Another word I never knew I needed.

Left: Christy Sommers

mangoes out of the trees around Temento Samba

AF R IC A: SUM M ER

and forth between two little glass cups until you’ve reached perfection. Half a cup

SENEGAL RHYTHMS OF WEST AFRICA 4-Week Summer Abroad Program

DESCRIPTION

DATES

AGES

Discover true generosity: live with Senegalese families, learn a new craft, drum and dance, find yourself immersed in a new worldview.

June 28 – July 25

15 – 17

28 Days

RUGGED TRAVEL

MAURITANIA

IN SENEGAL, THERE IS ALWAYS TIME FOR TEA:

SAINT LOUIS DENE DAKAR

NDEM THIES

SENEGAL TA M BACO U N DA

PROGRAM COMPONENT EMPHASIS

MALI

TEMANTO SAMBA KOLDA KEDOUGOU

GUINE A

HOMESTAY

SPIRITUAL TRADITIONS

During urban homestays in the city of Thies,

UNDER A MANGO TREE OR ON THE ROADSIDE,

we learn about local history and politics

IN A SPARSE LIVING ROOM OR A BUSTLING

while exploring colorful markets and

RESTAURANT. Sharing a glass of sweet,

artistic traditions. Then, we head south,

minty attaya with someone opens the space for

watching the flat desert landscape

storytelling and connection. As we sink into the

scattered with ancient baobab trees

deliberate pace of Senegalese life, we cultivate new

turn into lush, green forest. We trek

friendships and delve into pressing social issues.

through the foothills of the Fouta

Our conversations bring us to reflect deeply not only

Djallon mountains, visiting Pulaar villages, traditional healers, and

and our own humanity.

environmental activists along the way.

Our journey begins on the sandy shores south of Dakar,

In the Kolda region, homestays include

where we learn the basics of Wolof and French, have

living in traditional thatched-hut family

our first taste of Senegal’s delicious cuisine, and begin

compounds. Students spend the days as locals

to get a sense of the complexity of a country where animism, Christianity, and Islam

do, milking cows, partaking in drumming and dance

coexist in harmony. These initial days set the stage for an in-depth exploration of not

lessons, and listening to village meetings. Steeped in the rhythm of Senegalese life, we

only religious diversity, but also gender, education, environmental conservation, human

learn firsthand the lessons that the tradition of teranga (the culture of giving) has to

migration, and development.

teach about community, identity, and human connection 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

about global issues, but also about spirituality, belonging,

MOROCCO C R O S S R O A D S O F C U LT U R E & T R A D I T I O N 4-Week Summer Abroad Program

AGES

Discover the famed hospitality, faiths, and languages of Morocco across mountain ranges, ancient cities, and rural villages.

June 28 – July 25

16 – 19

PROGRAM COMPONENT EMPHASIS

HOMESTAY SPAIN

R A B AT

FES

MOROCCO AZILAL

MARRAKESH

AF R IC A: SUM M ER

ALGERIA

PREPARE TO STEP INTO A REALM WHERE

ways Morocco’s history is shaped by the intersection

HISTORY, CULTURE, AND NATURE CONVERGE

of Amazigh, Arab, Moorish, and European cultures.

IN A SYMPHONY OF THE SENSES. As we traverse

With Islam central to daily life, we explore

Morocco’s captivating land, our voyage takes us into

the political and philosophical tenets of religion

the heart of the most ecologically diverse country in

alongside themes of globalization, gender,

Africa. Throughout our time, we not only venture through

and indigeneity. From donkey treks to visiting

a multitude of landscapes, but also of diverse peoples

current nomadic enclaves, or catching shellfish

whose ways of life have been shaped by their position in a

for an evening meal, this hands-on experience

nexus of trade. Our time in mountain villages reveals Morocco's

urges new perspectives through authentic

unrivaled hospitality and the joys of sharing home cooked meals

connections and an invitation to step beyond one's

and sweet mint tea with new friends. We take lessons in Darija

comfort zone and return home with a renewed sense of

(a dialect of Arabic) and local Amazigh languages to help us

wonder about the world.

LANGUAGE STUDY

SPIRITUAL TRADITIONS

communicate with host families and friends. In the imperial cities of Fes and Marrakech, the sounds of people bargaining fill our

“The rural homestay taught me the most. I learned so much in terms of spoken and

ears as we wind our way through a labyrinth of small streets. Here, we try our hand

comprehensive language, Moroccan culture and way of life, and friendship and

at local artisanal crafts such as weaving or tile making. Moving to Rabat, we explore

hospitality. I also learned a lot about myself, as I was surprised I was able to thrive so

the country’s capital through historical sites overlooking the Atlantic Ocean and Bouregreg River. Our time is balanced between the urban and rural, as we explore the TEL: 303.41 3.0822

well in an environment I never could have imagined myself being in.” — J AC K S O N , PA S T D R AG O N S S T U D E N T

Right: Photos by Christy Sommers

Days

DATES

Left: Cara Lane-Toomey; Gigi Crouch

DESCRIPTION

COLORADO S U S TA I N A B I L I T Y & R E S I L I E N C E I N T H E W E S T E R N U S 4-Week Domestic Summer Program

CHINA

28 Days

DESCRIPTION

DATES

AGES

Backpack to the source of the Colorado River, study permaculture and sustainability on local farms, and hike the desert canyons of Utah.

June 28 – July 25

15 – 18

PROGRAM COMPONENT EMPHASIS

TREKKING

RUGGED TRAVEL

ENV. & SOCIAL JUSTICE

CANADA

SOME VIEW THE COLORADO RIVER U N I T E D S TAT E S

BASIN AS SACRED, SOME SEE IT AS

lands the watershed supports near Paonia.

A BEAUTIFUL PLACE TO PLAY AND

We study permaculture, visit a seed saving

EXPLORE, AND OTHERS SEE A RESOURCE

BOULDER PAONIA

TO BE TAPPED FOR POTENTIAL PROFIT.

BEARS EARS

center, and learn about sustainable land and water use while living on a farm.

The Colorado River Basin Program traces this majestic

Our travels take us to one of the largest

waterway from its source in the snow-capped peaks of

tributaries of the Colorado River where

the Rockies through organic farms in the valleys of Western

we undertake a multi-day river float to

Colorado to the sculpted red sandstone canyons of the

explore the desert canyons and hidden

Western US.

ruins of the region. We'll return to the

Starting in Boulder, CO, ancestral Southern Arapaho land, we adjust to the altitude

Boulder area to ask how we can use the

and get to know our group. Through day-hikes in the nearby rocks and canyons, we

lessons learned here to pursue a sustainable

learn about the wild edible plants of the region, and begin hearing stories about water,

future for the places we call home.

land, and the history of the region. Our journey continues as we backpack across the Continental Divide to the

"This trip has changed my life for the better. The things I’ve learned and the

headwaters of the Colorado as we learn the skills to trek in the high mountain

experiences I’ve had, have helped me to better connect with myself and the land

wilderness and to navigate remote alpine basins. Along the route, we’ll have

around me. I will never look at land, food, or water the same way again.”

opportunities to summit peaks, perhaps reaching heights of 13,000+ feet. 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

— B A I L E Y, P A S T D R A G O N S S T U D E N T

N OR T H AM ER IC A : S UM M ER

MEXICO

We follow the course of the River to the farm

GAP YEAR FALL & SPRING SEMESTER PROGRAMS | AGES 17–22

Invest in your future with a Dragons Gap Year. Leave your well-worn routines and discover new perspectives. Reconnect with your curiosity and explore new ways of being in the world. Step out of the classroom to find inspiration, direction, and skills for your future.

Students traveling via a dugout canoe in Indonesia. Aaron Slosberg

G A P S E M E S T E R C O M PA R I S O N C H A R T

LOW EMPHASIS MODERATE HIGH EMPHASIS

HOMESTAY

LANGUAGE STUDY

TREKKING

LEARNING SERVICE

China & Taiwan Semester: Tapestry of Language & Culture

30+ days

60+ hours

5+ days

Southeast Asia Semester: Ecology & Spirituality Along the Mekong River

20+ days

20+ hours

Indonesia Semester: Conservation & Culture in the World’s Largest Archipelago

30+ days

India Semester: On the Front Lines of Climate Change *

GAP YEAR PROGRAMS

RUGGED TRAVEL

ENV. & SOCIAL JUSTICE

INDEPENDENT STUDY PROJECT

SPIRITUAL TRADITIONS

DATES

AGES

PAGE

20+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p38

10+ days

10+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p39

40+ hours

5+ days

10+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p40

30+ days

30+ hours

15+ days

20+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p41

Nepal Semester: Himalayan Studies *

30+ days

40+ hours

20+ days

20+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p42

South America Semester: Andes & Amazon

30+ days

60+ hours

20+ days

10+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p44

Guatemala & Mexico Semester: Spanish Language & Social Justice

30+ days

60+ hours

5+ days

20+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p45

Morocco & Spain Semester: A Tapestry of Ties & Borderlands

30+ days

40+ hours

5+ days

10+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p46

West Africa Semester: Rhythms of Senegal

30+ days

40+ hours

5+ days

20+ hours

9/15 – 12/3 2/12 – 5/1

17 – 22

p47

Independent Immersion Program (Locations Vary)

30+ days

40+ hours

Varies

2/15 –3/27 4/15 – 5/25

18+

p48–49

*NEW: Optional Bhutan 10-Day Extension

Available for India & Nepal Semester Students. Find details online or give us a call to learn 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

Fall: December 3–12 Spring: May 1–10

Dragons taught me what it means to be a responsible traveler– one who engages with local culture, one who cares for nature, one who travels not to observe…but to learn. Dragons instilled me with the values and skills needed to be a positive force for change.” — I VA N , P A S T D R A G O N S S T U D E N T

Finding new 'classroom' spaces in Nepal. Lauren Cain

OPTIONAL COLLEGE CREDIT M A K E T H E M O S T O F YO U R G A P S E M E S T E R Earn college credits while developing your language skills, regional knowledge, and intercultural understanding. All Dragons Gap Year Programs offer optional college credit through Portland State University (PSU) with additional course offerings available through Naropa University on select programs. Your college courses are integrated into your day-to-day activities to create an immersive learning experience; encounters with local experts, host families, artisans, activists and more form the core course content. Your hands-on learning is supplemented by writing exercises, selected readings, and presentations. You are eligible to complete up to 16 quarter credits (PSU) and/or 4 semester credits (Naropa) during your semester. Included below is a sample of college credit course offerings available:

ANTH 103: Introduction to Anthropology; How Location Affects Culture

GEOG 230: Environment and Society; Geography of Global Issues

MGMT 299: Principles of Economics; International Economics

COMM 215: Introduction to Intercultural Communication; Building Effective Cross-Cultural Communication Skills

HIST 199: Colonialization and Western Influences

PHE 299: Healthcare Systems and the Affected

ESM 101: Environmental Sustainability

INTL 199: Globalization Awareness and Community Development

PHL 299: Introduction to Spiritual/Religious Studies & Their Roles in Culture

EMS 102: Global Perspectives

INTL 299: Leadership Across Borders

PSY 204: Psychology as Social Science

ESM 199: Climate Change and Its Impacts

MGMT 199: Social Entrepreneurship; Creating Impact Through Innovative Action

SOC 199: Self and Community; Culture, Cohort, and Self

CHIN 150/250/350: Mandarin I/II/III

NPL 150/250/350: Nepali I/II/III

SPAN 150/250/350: Spanish I/II/III

Will the credits transfer to my college? Many students have had great success transferring credits from a Dragons program. The first step is to contact your college (either an admissions or an academic advisor) to understand their process for transferring credits. Visit our website for a full list of college credit offerings, course descriptions, deadlines, and course registration fees.

W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

RUSSIA

MONGOLIA

BEIJING

XI ’A N

C H I N A & TA I WA N

CHINA LIJIANG KUNMING

TA I WA N

TA P E S T R Y O F L A N G U A G E & C U LT U R E

INDIA

80 Days

3-Month Gap Year Program

DESCRIPTION

DATES

AGES

Uncover the intricate historical interplay between China and Taiwan while honing your language skills and experiencing the depth of shared cultural traditions.

Sept 15 – Dec 3 February 12 – May 1

17 – 22

GA P Y E AR SE MEST ER 38

HOMESTAY

TAIWAN AND CHINA ARE NAVIGATING A FUTURE WOVEN FROM

carried over from China. Leaving Taipei, we

THREADS OF A SHARED PAST, CHERISHED CULTURAL HERITAGE, AND

head to the agricultural community of Yilan,

FRAUGHT POLITICAL TIES. The China and Taiwan Semester delves into the

where students start an extended homestay

historical, cultural, and linguistic roots of these places, separated by a narrow strait

with rice farming families. Living and

yet forever linked. We explore these complex connections through cultural immersion,

working with these farmers, students

language study, and extended homestays with local families.

learn firsthand about the process of

Our journey begins in Beijing, China's present capital, before heading southwest to

PROGRAM COMPONENT EMPHASIS

LANGUAGE STUDY

ISPs

sustainable food production and have

Xi'an, the ancient capital along the Silk Road. We make our way to Yunnan province

ample opportunity to practice Mandarin

and the city of Kunming, an ideal location from which to explore ethnic diversity,

language skills. We conclude our time

environmental issues, and the dramatic changes that people in China have experienced

reflecting on the many connections

in recent decades. Through guest lectures, discussions, and community engagement,

between China and Taiwan, informed by our

we explore traditional Chinese approaches to healing, cooking, exercise, art, and music.

immersive travels and interactions.

While in Kunming, students live with homestay families and meet daily for group activities and regular language lessons. Flying over the China Sea strait, we arrive at the capital metropolis of Taipei where students are oriented to the cultural and economic center of Taiwan. Known for its

"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,

night markets, Japanese colonial architecture, and a thriving scene of young activists and artists, we explore the city while also discovering the many shared traditions TEL: 303.41 3.0822

and those are probably the ones which leave the biggest impressions." — R O B E R T, PA S T D R A G O N S S T U D E N T

Right: Sampor Burke; Emma Hoffman

YILAN TA I T U N G

Left: Photos by Eric Jenkins-Sahlin

TA I P E I GUANGZHOU

CHINA

VIE TNAM LUANG PRABANG

LAOS VIENTIANE

THAILAND

BANGKOK

SOUTHEAST ASIA

UBON

SIEM REAP

CAMBODIA

ECOLOGY & SPIRITUALITY ALONG THE MEKONG RIVER 3-Month Gap Year Program

K R AT I E

PHNOM PENH

80 Days

DESCRIPTION

DATES

AGES

Examine issues of transboundary resource management within Southeast Asia’s largest river basin, explore diverse belief systems, and participate in community-driven learning service projects.

Sept 15 – Dec 3 February 12 – May 1

17 – 22

PROGRAM COMPONENT EMPHASIS

RUGGED TRAVEL

THE MEKONG RIVER FLOWS 3,000 MILES TOWARDS THE SOUTH

HOMESTAY

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

“Dragons strengths are in the authenticity of where they go, what they

CHINA SEA, CLEAVING A BOUNDARY THROUGH SOUTHEAST ASIA.

choose to do and see, where they stay and how the participants are

The Southeast Asia Semester explores the harm wrought

involved along the way. Dragons does not just lead students by their

by human-centered activities as well as the

hands and guide them, they let them figure things out.” — PA R E N T S O F S E M E S T E R S T U D E N T

many stories of resilience and hope found in the region. Our journey together begins in Thailand,

contributing to rapid modernization and environmental degradation. In Vientiane, we turn our focus towards public health initiatives, visiting an international NGO

learning about the influence

working to clear unexploded mines leftover from the US Secret War. We then enter

of Buddhism on the nation’s

rural homestays on the idyllic river island of Don Dohn, relaxing into “Laos time” as we

cultural life. We'll also study the

prepare for the final leg of our journey.

impacts of upriver dams on the

Entering into Cambodia, we meet with NGOs in Phnom Penh and stay with

many villages dependent on the

communities living on the banks of the sacred river. A highlight of our time is a

Mekong’s flow.

homestay on an island in the Bassac River where we settle into village life and work

Crossing into Laos, we traverse

side-by-side with families, cooking together, sharing our stories, and feeling what it’s

the province of Luang Namtha

like to live in rural Cambodia. Near the mouth of the Mekong Delta, we conclude with

on jungle treks and explore how

reflections on the long-term health of the river ecosystem and bring our great journey

cross-border trade and ecotourism are

to a close.

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

where we'll spend our first weeks

CHINA

MANADO

BORNEO

INDONESIA

LUWUK

TA N A TO R A JA

MOROWALI KENDARI

MAKASSAR

C O N S E R VAT I O N & C U LT U R E I N T H E W O R L D ’ S L A R G E S T A R C H I P E L A G O WA K ATO B I

3-Month Gap Year Program

INDONESIA UBUD, BALI

AUSTRALIA DESCRIPTION

GA P Y E AR SE MEST ER

SPANNING FROM MALAYSIA TO AUSTRALIA, WITH OVER 17,000

Sept 15 – Dec 3 February 12 – May 1

17 – 22

PROGRAM COMPONENT EMPHASIS

RUGGED TRAVEL

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

Heading east we travel to the mysterious Bandas,

EQUATORIAL ISLANDS, Indonesia hosts the world’s highest level of biodiversity

a small group of volcanic islands famous as a

and one of the richest cultural tapestries on Earth. Our program begins in Yogyakarta

source of nutmeg and cloves. Featuring dramatic

on the island of Java. In this center for arts and culture, ritual crafts of gamelan (bronze

volcanic formations draped in luxuriant

orchestra), Javanese dance, and shadow puppetry are studied and performed as

vegetation and uninhabited islands wrapped

they have been for centuries. With our Program House as a base, students engage in

in white sand beaches, the Bandas boast

arts study, language instruction, and topical discussions related to religious diversity,

incredible marine diversity and a fascinating

creative expression, and environmental conservation.

history at the center of the spice trade.

From Java, we head east to the island of Flores where students live in the pastoral

We return to Yogyakarta to conclude a

village of Langa. Here students stay with generous homestay families, learn about

program that is rugged and comprehensive, and

coffee production, hike spectacular dormant volcanoes, explore topics in spiritual

that introduces students to some of the most

plurality, and develop a deeper understanding of traditional farming.

significant ecological, cultural, and geo-political

We then travel to the southeastern archipelago of Wakatobi, an extraordinary

conversations of our time.

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.

practices, and religion. We snorkel world-class coral reefs, learn from host fathers how

Spear fishing in Sampela. Playing soccer in Langa. Playing gamelan in Java.

to fish with spears and nets, attend indigenous ceremonies, visit endangered mangrove

There were so many impactful and enjoyable activities.” —W I L L I A M , PA S T D R AG O N S S T U D E N T

ecosystems, and look at the nuances of environmental conservation. TEL: 303.41 3.0822

Right: Christina Rivera Cogswell; Susie Rinehart

Days

Experience the majesty of the most diverse archipelago on Earth: explore Javanese arts, trek to hidden jungle hot springs, spearfish with sea nomads, and discuss conservation initiatives with local experts.

AGES

Left: Sadie Fischbeck; Dragons archives

DATES

CHINA

PA K I S TA N

TIBE T NEPAL GANGTOK DARJEELING

INDIA

S H A N T I N I K E TA N

INDIA

KO L K ATA NAMKHANA

O N T H E F R O N T L I N E S O F C L I M AT E C H A N G E 3-Month Gap Year Program

80 Days

DESCRIPTION

DATES

AGES

Trek and meditate in the Himalayas, focus on the practical impacts of climate change, and access the vast diversity of India’s people, cultures, and landscapes.

Sept 15 – Dec 3 February 12 – May 1

17 – 22

FROM THE EXPANSIVE GANGETIC PLAINS TO THE HIGHEST HIMALAYAN

PROGRAM COMPONENT EMPHASIS

HOMESTAY

ENV. & SOCIAL JUSTICE

ISPs

SPIRITUAL TRADITIONS

We then weave south through the watershed

PEAKS, WEATHER AND WATER DICTATE THE LIVES AND LIVELIHOODS OF

to the Bay of Bengal, where a visit to the

MILLIONS. Dragons India semester offers students the opportunity to live and learn

Sundarbans mangrove forest reveals the

alongside communities on the front lines of this era’s climate crisis.

tensions between wildlife conservation and development for the communities

mangrove forests lining the coast to lush rice paddies fed by the sacred Ganges river.

that call the forest their home. Following

Two homestays—one in the Himalayan foothills and another in an idyllic Bengali plains

the waterways that provide a lifeline to

town—allow students to participate in the daily rituals that underpin the rich cultural

millions from glacial melt in the Himalayas

and spiritual traditions of the region. Next, we travel north to the ancient Buddhist

to the ocean, India semester students bear

kingdom of Sikkim in the heart of the Himalayas, where students settle into a group

witness to some of the quickest and most

stay with an indigenous community, learn about the fragile ecosystem and the impact

consequential environmental changes of our

of decades of river damming, listen to enchanting local folklore, and day hike through

time—and to the adaptive strategies communities

lush forests. An extended trek with majestic views of the mighty Kanchenjunga, the

are using to cope with these changes.

world’s third tallest mountain, allows students to witness the exquisite beauty and power of the Himalayas. Off the trail, the group settles into an intensive meditation

“Whether learning from a local teacher, staying with a local family, or simply taking a walk

retreat at a local Tibetan Buddhist monastery, gaining insight into Buddhist philosophy

through the cities, I had multiple opportunities to experience what it is like to live in India.”

and practicing contemplative techniques, as well as questioning the role that religion has to play in generating environmental awareness and social change. 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 S T D R AG O N S S T U D E N T

GA P Y E AR S EM E STE R

Students navigate from verdant tea plantations to high Himalayan passes; from

CHINA LEH

TIBET DELHI

L A N G TA N G

NEPAL K ATH M A N D U

KANCHENJUNGA

BHUTAN

N E PA L H I M A L AYA N S T U D I E S 3-Month Gap Year Program

INDIA

80 Days

DESCRIPTION

DATES

AGES

Experience the enchantment of the Himalayas: trek on the roof of the world, study traditional arts with local masters. Live in a farming village, and sit for a Buddhist meditation retreat.

Sept 15 – Dec 3 February 12 – May 1

17 – 22

PROGRAM COMPONENT EMPHASIS

HOMESTAY

TREKKING

ISPs

SPIRITUAL TRADITIONS

THE HIMALAYAS: THESE COLOSSAL PEAKS WITH THEIR VAST WEB OF

"I learned how to harvest barley, milk cows, and sort flax seed. I learned about Ayurvedic

RUGGED, ISOLATED VALLEYS AND DISTINCT ETHNIC GROUPS HAVE

healing and took a jungle hike to find herbs. I had private lessons on the Bhagavad Gita.

DRAWN ONLY THE MOST INTREPID TRAVELERS SINCE TIME IMMEMORIAL.

I witnessed the true meaning of community and felt a deep connection to humanity.” — I S A B E L L E , PA S T D R AG O N S S T U D E N T

Through rural and urban homestays, a retreat in a Buddhist monastery, high mountain trekking, and in-depth independent study, Dragons Nepal students explore this

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

Our Himalayan Semester is based in the

explore during our time in our urban homestays. Bronze casting, jewelry making, stone

Kathmandu Valley, an ancient crossroads

carving, thangka (Buddhist iconography) painting, and music are just a few of the

and melting pot of Himalayan peoples.

apprenticeship opportunities available. Students critically reflect on their place in the

While living with host families and

world through exploring concepts of service, visiting grassroots development projects,

studying Nepali language, students

or participating in the daily workings of an ashram.

meet with local scholars and activists

We leave the Kathmandu Valley for the foothills to explore rural Nepali village

and learn about Nepal’s history, politics,

life. We settle into a calmer pace of agrarian life, living simply while learning about

and culture. The study of spiritual

subsistence living. We also venture high into the Himalayas for an unforgettable trek

traditions is a central component of our

amid the earth’s tallest mountains. Hiking over high elevation passes, we enjoy two

Nepal semester, introducing students

weeks of active exploration through one of the most ruggedly beautiful and dramatic

to a range of concepts in Buddhism

areas on earth.

TEL: 303.41 3.0822

Right: Iris Kim

GA P Y E AR SE MEST ER

traditions with deep roots in a mystical land.

Left: Maria Xu; Scott Diekema

remarkable region, encountering ancient spiritual

E YA K

D•

•FRO

B O

FROM THE STUDENT GROUP JOURNAL Nepal Semester

I N N E PA L . . . As our study abroad program comes to a close, the group wanted to anonymously share some thoughts about that which we experienced, observed, and learned over these many months... “In Nepal...I experienced a supportive, inclusive, and compassionate group

“In Nepal...I experienced what it is like to be a part of a true community.

culture. I had the chance to step up as a leader, take on significant autonomy,

Everyone addresses each other as “brother” or “sister” even if they are complete

independence, and decision-making responsibility. I experienced life in a Buddhist

strangers, and they will not hesitate to go way out of their way to help each other

Monastery, hiked in Gaurishankar Conservation Area, lived in Patan in the

out. The communal mentality reminded me how important it is to be connected

Kathmandu valley, solo traveled, and much more.”

to others...”

“In Nepal...I learned how to braid momos, how to cut tiny tomatoes with a very

"In Nepal...I stepped outside my comfort zone in various ways and consequently,

dull knife, and how to walk along the edges of a terraced bean field, holding up the

experienced many different ways of thinking, viewing the world, and living. We

hem of a scarlet sari.”

met a diverse range of Nepalis: Tami farmers, permaculture practitioners, young

"In Nepal...I learned that culture exists in the grit and grime. In the dust created by civilizations. Its in the magenta and bright coral smeared across my hair playing Holi. In the cracks between stones of a temple, in the carved hands of a goddess on a roof strut. It’s in the crimson, auburn, and ocher spices thrown over chopped potatoes frying in a pan of sunflower oil. It’s even in the dust over Kathmandu, a

lamas, hiking guides, influential fixers and liaisons, and travelers. That access allowed us to problematize and nuance our understandings of this country that is increasingly connected with the global community and navigating its way through complex questions.” “In Nepal...I experienced earth-shaking thunderstorms, b ruised hips from terrible jeep rides, and countless red rhododendron bushes, growing smaller as the

in the story." “In Nepal...I experienced sadness as I learned how fast the aquamarine glaciers overhead were receding, and when I sat with women, tears streaming down their faces as they relayed their life’s unimaginable hardships."

altitude increased. I experienced sharp pain followed by instant relief as I washed my aching feet in frigid opalescent pools, and stifling silence when we awoke to a fresh blanket of snow covering the small Tibetan village”

GA P Y E AR S EM E STE R

specter so vast and omniscient and sentient that it has become its own character

urbanites striving for change, Newari artisans, Kagyu Karmapa Tibetan Buddhist

Visit the Yak Board for program reflections from Dragons students past and present at WWW.THEYA KBOA R D.COM

BR A ZIL

SOUTH AMERICA

LIMA

PERU ICA

CUSCO

PUNO

ANDES & AMAZON

QUIQUIBEY

AREQUIPA L A PA Z COCHABAMBA CORDILLERA REAL

S A N TA C RUZ

3-Month Gap Year Program

AIQUILE

BOLIVIA

CHILE

80 Days

DESCRIPTION

DATES

AGES

Examine social movements and environmental conservation efforts in the mountains and jungles of Bolivia and Peru.

Sept 15 – Dec 3 February 12 – May 1

17 – 22

PROGRAM COMPONENT EMPHASIS

RUGGED TRAVEL

INDIGENOUS WOMEN IN COLORFUL FLOWING SKIRTS. THREE COCA LEAVES PRESSED TOGETHER FOR PACHAMAMA. Fresh snow on a ridge of the

HOMESTAY

TREKKING

ENV. & SOCIAL JUSTICE

"The most wholesome, frustrating, nourishing, enriching program. This journey came full circle, and the experiences we had on our own, as a group and within Bolivia and Peru

Cordillera Apolobamba. Gold miners bent over trays alongside the Madre de Dios…

seemed to be exactly what we all needed. I would not change a thing.”

These scenes all speak to the many walks of life in Bolivia and Peru. Whether it’s a

— FA R I DA H , PA S T D R A G O N S S T U D E N T

this display of collective creativity in action,

the Andes & Amazon semester have the opportunity to learn about issues of social

we strike out on our first trek, circling up

justice and environmental activism, while the warm culture of ayni (reciprocity) makes

at night to discuss the impacts of climate

them feel at home throughout their journey.

change as we witness glaciers receding

The semester begins in the agricultural town of Tiquipaya in Central Bolivia. Here,

before our eyes.

students live with local families, largely of Quechua descent, and settle into the rhythms

In Peru, we re-trace ancient Incan

of daily life. Our time is characterized by intensive Spanish instruction, exposure to local

trekking routes to Machu Picchu, and

activists in Cochabamba, and Independent Study Projects (ISPs). This first month lays

venture into the Amazon basin where

the foundation for our future travels, helping students develop critical language and

we listen to indigenous leaders recount

leadership skills. Ready for the next challenge, we set off for the twin cities of La Paz

the impacts of natural resource extraction

and El Alto, dramatic urban centers that sit above 13,000 feet amidst the snow-capped

on their communities. Traveling along tropical

peaks of the Cordillera Real. Here we partner with Teatro Trono, a local theater group

waterways, we conclude amidst a symphony of birds

that empowers youth to engage with issues of social justice on stage. Charged up by

and the embrace of the most bio-diverse forests on the planet.

TEL: 303.41 3.0822

Right: Laila Skramstad; Photo from Dragons archives

that resonates from this sacred land seeps into every aspect of daily life. Students on

Left: Grace Powell; Julianne Chandler

GA P Y E AR SE MEST ER

remnant of the Spanish empire or a tribute to Aymara gods, the magic and mysticism

MEXICO

TIKAL

BELIZE S E LVA L A C A N D O N A

SAN CRISTOBAL DE LAS CASAS

LANQÚIN LIVINGSTON

TODOS SANTOS

G UAT E M A L A & M E X I C O S PA N I S H L A N G UAG E & S O C I A L J U S T I C E

G UAT E M A L A PACHA J

3-Month Gap Year Program

SAN JUAN LA LAGUNA ANTIGUA

HONDORUS

EL SA LVA D OR

80 Days

DESCRIPTION

DATES

AGES

Build Spanish language fluency, examine models of political activism, and engage with diverse Mesoamerican communities and cultures.

Sept 15 – Dec 3 February 12 – May 1

17 – 22

PROGRAM COMPONENT EMPHASIS

HOMESTAY

LINKING TWO MASSIVE OCEANS AND CONTINENTS, CENTRAL AMERICA

the state of Chiapas in Southern Mexico to explore

IS A CAUSEWAY OF MESOAMERICAN CULTURES AND ECOLOGICAL

the common Mayan cultural heritage which

DIVERSITY. Today, the communities sharing in this Mesoamerican heritage continue a

transcends national boundaries. While living

legacy of adaptation to rapid environmental and social challenges. This semester takes

with farming communities and further

a hands-in-the-dirt approach to understanding the indigenous cultures of Mesoamarica

honing our Spanish skills, students learn

through extended rural homestays, personalized language study, work on community

about Chiapas’ history of revolution and

learning service projects, and examination of grassroots activism.

resistance, participate in agricultural

In the western highlands of Guatemala, over eighty percent of the population

LANGUAGE STUDY

LEARNING SERVICE

ENV. & SOCIAL JUSTICE

initiatives, climb mystic ancient temples, and explore the delicate encounter

external pressures. Living with indigenous families, we work in el campo, learn

between past and present.

Spanish in personalized classes, and immerse ourselves in Mesoamerican culture.

Through a rugged and authentic

Herbal healers, weavers, and community leaders share their knowledge through

exploration of some of the most remote

Independent Study Projects (ISPs) while conversations with local NGOs working

regions of Guatemala and Mesoamerica, our

in human rights, community health, and development provide opportunities to get

semester unearths the complex issues facing indigenous

involved in contemporary struggles for continuity and change in society. Beyond

communities working towards sustainable development in a

intensive community engagement and homestays, we explore Guatemala and Mexico’s

globalizing landscape. With intensive Spanish lessons, rural homestays, and thoughtful

geographic and cultural diversity through extended travel and hiking expeditions.

learning service engagement, students gain an immersive perspective on our

The final phase of our itinerary has the option to take us across the border into

relationships with land, tradition, and community.

W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

GA P Y E AR S EM E STE R

is indigenous Maya, maintaining a legacy of rich cultural strength in the face of

PORTUGAL

S PAIN GRANADA MÁLAGA

TA N G I E R

M O R O CCO & S PA I N

R A BAT

A TA P E S T R Y O F T I E S & B O R D E R L A N D S

MARRAKESH

3-Month Gap Year Program

MOROCCO

ALGERIA

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 3 February 12 – May 1

17 – 22 HOMESTAY

EMBARK ON A TRANSFORMATIVE JOURNEY THAT TRACES THE

GA P Y E AR SE MEST ER

LANGUAGE STUDY

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

Throughout Spain, we’ll gain a profound

HISTORICAL, CULTURAL, LINGUISTIC, AND RELIGIOUS CONNECTIONS

understanding of the ways locals have

BETWEEN SPAIN AND MOROCCO. From the rise and fall of empires to the

absorbed years of historical Arab and

cross-cultural exchanges that have left an indelible mark on both nations, this program

Moorish influence, while also forging

emphasizes patterns of migration, international relations, and religious influence

their own unique European identity.

across continents. By following the path of conquests, intellectual growth, and artistic

PROGRAM COMPONENT EMPHASIS

Through rugged travel and authentic

achievements, we will gain a profound understanding of how history has shaped the

interactions, we examine the dominant

present-day connections between Morocco and Spain.

issues of a diverse society standing

From Roman ruins to the sands of the Sahara, we’ll follow a thread of deep-rooted

at the crossroads of Middle Eastern,

ties that shed light on the influence and impact of Arabs, Moors, and Europeans. Buses,

African, and European cultures. This

grand taxis, and pack animals will help us navigate the High Atlas mountains, where

program fosters insight that will shape our

we’ll stay in mud homes with thatched roofs. The Amazigh families who welcome us

perspectives on the interconnectedness of our

with famed hospitality ensure our cups are always filled with sweet mint tea.

global community and prompt discussions on social

Exploring Spanish enclaves and crossing borders via ferry, we’ll bridge our

justice, human rights, borderlands, and religious traditions.

experience across continents. This voyage is not merely a passage; it’s an opportunity to bear witness to the diverse stories that traverse the Mediterranean Sea—a route

"Jennifer loved everything about the group, the instructors, the people of Morocco and

well-known for its daunting risks, resilience, political ties, and dreams connecting

Morocco...It opened her mind about what she would like to do with her life...” — S A N D R A , PA R E N T

Africa to Europe. TEL: 303.41 3.0822

Right: Photos by Christy Sommers

Days

DATES

Left: Stefan Reutter; Ami Li

DESCRIPTION

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

80 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 3 February 12 – May 1

17 – 22 RUGGED TRAVEL

AS YOU WALK DOWN THE STREET IN SENEGAL, PEOPLE GREET YOU

explore the home of some of West Africa’s last

WITH THE WORD 'PEACE,' AND STRANGERS INVITE YOU INTO THEIR

chimpanzees. Across the country, we confront

HOMES FOR A CUP OF TEA. Senegal is a country of contrasts, where new

pressing development issues related to

development occurs beside centuries-old traditions. The Muslim call to prayer sounds

health, unemployment, gender, human

five times a day as hundreds of people stop to worship on the city’s sidewalks.

rights, education, and migration through a

Senegal’s renowned hospitality, called “teranga,” is in the air from the moment we set

series of NGO visits and mentored study.

foot in the country.

PROGRAM COMPONENT EMPHASIS

HOMESTAY

ENV. & SOCIAL JUSTICE

SPIRITUAL TRADITIONS

Our journey concludes in an artist enclave perched on rocky cliffs above the sea, where we reflect on the memories

of southern Senegal. With possible excursions to neighboring Guinea and Gambia,

we've shared, the ways we have changed,

students stay with multiple families and meet with leaders, traditional healers, regional

and the stories we'll tell for years to come.

development specialists, and other experts in West African history, geography, and philosophy. Students study local languages and use newfound skills in their homestays, at the market, during their trek, and with other mentors and community mentors. During urban homestays, we explore histories of colonialism while studying both Wolof and French. In rural homestays, we sink into a slower rhythm of life in a vibrant agricultural community. In southeastern Senegal, our feet carry us to breathtaking

"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."

waterfalls and plateaus, where we speak with local environmental activists and W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

— PA R E N T S O F S E M E S T E R S T U D E N T

GA P Y E AR S EM E STE R

The semester takes us from the French colonial outpost of Saint Louis to the fast-paced capital of Dakar, and then to the rolling hills and lush agricultural villages

INDEPENDENT IMMERSION PROGRAM 6–12 WEEKS | LOCATIONS VARY | AGES 18–25

Round out your Gap Year with Dragons. Perfect for independent-minded travelers seeking cultural immersion with the benefit of trusted mentorship and support. Live with a homestay family, sink into daily language classes, and engage in customized learning opportunities.

A student takes time to reflect. Julianne Chandler

INDEPENDENT IMMERSION PROGRAM (IIP) W H AT YO U N E E D TO K N OW WHAT IS AN IIP? It might feel hard to know where to start when traveling on your own, especially

NEPAL G UAT E M A L A

SENEGAL

CAMBODIA

without access to a network of local connections and resources. Dragons Independent INDONESIA

Immersion Programs (IIPs) offer independent-minded travelers a 6+ week deep dive

BOLIVIA

into a single community through homestays, personalized language instruction, and customized learning opportunities. An IIP can be an extension to your Gap Year or a standalone travel experience. We work with you to customize your experience and break way from “tourist traps” or

LOCATIONS

the questionable voluntourism industry. Build authentic connections through Dragons

IIPs are offered in places where Dragons has long-established and deep community

long-established and active networks, and explore your interests and curiosities while

networks: Guatemala, Bolivia, Senegal, Nepal, Cambodia, and Indonesia.

designing your spring semester in Guatemala, Bolivia, Senegal, Nepal, Cambodia, or

FOR-CREDIT COURSE OPTION

Indonesia.

College credit is available. Those who enroll in an optional course will be invoiced

PROGRAM DATES

an additional fee on top of the land cost, for up to 16 college credits. Students who

• February 15 – March 27 • April 15 – May 25

take courses for-credit will receive an official transcript from a School of Record after successful completion of the program. Class examples:

ON-SITE SUPPORT Each placement site is staffed by a veteran Dragons On-Site Coordinator with expertise

• INTL 299: Leadership Across Borders • MGMT 199: Social Entrepreneurship • ESM 101: Environmental Sustainability

in the country and extensive experience working with Dragons students and our

A DAY IN THE LIFE - GUATEMALA

with each student, conducts a multi-day orientation focused on safety, cultural norms,

Wake up overlooking Lago Atitlán to the smell of your morning cafecito with your

and strategies for engagement, and acts as a cultural facilitator and mentor throughout

homestay family. Walk to a nearby permaculture farm to learn traditional Mayan sustainable

your stay. Participants are placed with a trusted homestay family for the duration of the

farming techniques. After lunch at the farm, head to the local market with your Spanish

program, receive intensive language instruction (if desired), and are paired with local

language instructor, soaking up the language through personalized guidance and

mentors based on their interests.

conversation. Later on, enjoy a dinner of fresh corn tortillas and frijoles with your homestay family, sharing what you experienced that day and practicing your new Spanish skills.

ELIGIBILITY • Applicants who demonstrate the desire, maturity, and capacity for more self-directed and autonomous international travel • Applicants interested in co-creating an immersive, respectful, and engaged cultural experience • Applicants with prior travel experience, preferably on an organized program • Ages 18-25 years old, students on their Gap Year, post college, or in-between jobs

“This is a great opportunity for solo travel. It’s an extended homestay experience where you will focus on language skills and cultural immersion through independent study programs and/or internships. It’s the most wonderful opportunity to become part of a community and learn from the people who call your site 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

— AV I T A I L S , P A S T I I P P A R T I C I P A N T

GA P Y E AR S EM E STE R

standards of excellence. The On-Site Coordinator has weekly face-to-face meetings

S U P P O R T I N G YO U R E X P E R I E N C E I N T R I G U E D? E XC I T E D? N E R VO U S ? Whatever your background or prior experience, we’re here to support you during every part of your Dragons journey—from pre-departure to your return home.

FREQUENTLY ASKED QUESTIONS What prior experience do I need?

What is the group experience like?

No prior experience is needed to join a Dragons program. We accommodate students with

Dragons programs offer inclusive, emotionally safe, fun, and supportive environments for you to

diverse language levels, students who have never hiked a day in their life, and first time

thrive. Group dynamics are intentionally facilitated by instructors and you will be given tools to

travelers.

successfully navigate your new traveling family.

How do I prepare for my trip?

How will my instructors support me?

Our team is here to help you (and your parents) prepare for every part of the program. You will

With the best student to instructor ratio in the industry (4:1), Dragons offers a high level of

receive comprehensive materials and guidance on packing, travel logistics, and what to expect.

personalized mentorship to get the most out of your experience, build new skills, and achieve

We've got you!

your goals. How will I grow as a traveler? Every program incorporates appropriate challenges that build upon each other. From an orientation to practicing new skills, what seems totally foreign (or maybe even a little scary) on

TEL: 303.41 3.0822

Right: Keaton Smith

Left: Amrit Ale

day one becomes easy and second nature in no time.

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 Dragons creates opportunities for meaningful challenge while safely, professionally, and transparently managing the inherent risks of travel. In our 30+ years of experience, we’ve successfully trained over 1,000 Dragons instructors and stewarded over 300,000 “in-field” days. Over time, we’ve built robust risk management systems, extensive local contacts, and a practiced understanding of regional safety issues that help us to offer innovative programming.

THERE ARE FOUR FOUNDATIONAL ASPECTS OF OUR RISK MANAGEMENT SYSTEMS THAT ENSURE SAFETY IS ALWAYS OUR TOP PRIORITY:

We hire experienced instructors. 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 and emotional health. We understand that mentorship matters and work with staff who are well-equipped to meet students where they are at and support the many facets of travel.

We place a premium on instructor training and professional development. 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.

We have an experienced 24/7 field support team. With experienced administrators based domestically and internationally, Dragons Risk Management Team is dedicated to ensuring the highest-quality international programming, with careful

attention to the safety and security of our students, instructors, and in-country partners. This team is on-call 24/7 to support our groups in the field.

We have a robust network of international resources. Our organization is built on decades of personal connections, and we often receive word of security issues before they are taken to press. We supplement word-of-mouth

updates with reports from the US State Department, the Overseas Security Advisory Council, the World Health Organization, and the Center for Disease Control. We work closely with International SOS to receive access to 24/7 medical consultation and emergency support services. We have carefully researched in-country medical facilities, on-call mental health

support, and our instructors go into the field with comprehensive emergency management tools.

IF YOU HAVE QUESTIONS ABOUT DRAGONS SAFETY AND SECURITY POLICIES PLEASE CONTACT US. WE WOULD BE MORE THAN HAPPY TO DISCUSS THE FINER POINTS OF OUR RISK MANAGEMENT SYSTEMS WITH YOU.

W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

M E E T A F E W O F O U R I N S T R U C TO R S E X P E R I E N C E D E D U C ATO R S . CO M M U N I T Y B U I L D E R S . M E N TO R S . With deep regional expertise and local language fluency, our instructors are skilled at providing context for the student experience and building cultural bridges. Our instructors draw upon personal networks to create opportunities for connection and guide students as they navigate intercultural 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.

STUDENT SUPPORT

HIGH RETENTION RATE

EDUCATION

LIFE EXPERIENCE

DIVERSITY

Our student to instructor ratio is unmatched in the industry; a typical group has 12 students and 3 instructors

On average, over 80% of our instructors return each year; over 60% have worked 3+ programs

The majority of our instructors hold a master's degree or PhD; we also value life wisdom gained by nonconventional education experiences

Dragons instructors average 30+ years of age and have a wide range of professional backgrounds

The majority of our staff were born outside of the US and are multilingual; many grew up in the communities that we visit

Shuier Zhang China

Cho Choch Cambodia

M.Sc. in Translation Studies, University of Edinburgh M.A. in Interpreting & Translation, University of Westminster

Cho was raised in Siem Reap, Cambodia, just a stone’s throw away from Angkor

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.

his nine siblings. A former classroom teacher with a passion for providing more educational opportunities to Cambodian youth, Cho has been deeply involved for more than 10 years with PEPY Tours, a social enterprise for educational travel, and its sister NGO, PEPY Empowering Youth, where he now serves as the Board Chairman. During the pandemic, Cho launched a podcast called ‘’Komru’’ (role model in Khmer) to motivate, inspire, and uplift young people.

Tsering Choden Bhutan, Nepal, British Columbia

Jac Kovaric United States, Peru, Bolivia

A self-proclaimed global citizen, Tsering was born in Nepal and splits her

Proudly from the Sonoran Desert, Jac fell in love with the Andes while studying

time between Nepal and Canada. A public health practitioner, Tsering has

abroad in Peru. Jac speaks advanced Spanish and Quechua and has covered

worked extensively on various public health programs and projects in Nepal

political events in both Bolivia and Peru for various news outlets, including The

with leading organizations. She has also held a senior position working as the

New Republic, the North American Congress on Latin America, and Latino USA.

Deputy Country Director for the UK-based company, Safetyknot Nepal. Tsering

They have also co-produced two documentaries set in Peru for PBS NewsHour.

is fluent in Tibetan, Hindi, Nepali, and English and understands enough Urdu

Jac has worked as a backcountry ranger in Northeastern New Mexico and led

and Punjabi to sit through 2.5 hour long movies and understand and enjoy

canoeing and backpacking trips in the Northwoods of Wisconsin and along

them—without subtitles!

“Mother Superior” in northern Michigan.

M.A. in Public Health (MPH), Waterloo University BA Health Studies, MIN Eastern Religious Studies, McMaster University

Wat. He spent his childhood helping his parents look after their land, cows and

TEL: 303.41 3.0822

BA in Comparative Literature, Columbia University M.A. in Global Journalism Joint Program Studies, NYU

Rita Sri Suwantari Indonesia

Hector Hugo “Teto” Morales Cifuentes Guatemala

Rita was born and grew up in a small city called Yogyakarta (Jogja), Indonesia

Teto was born in the Guatemalan Western highlands and spent his childhood

and did not spend much time outside her hometown until her first trip to

visiting his grandparents in rural regions, where he learned how the people

Europe in 1996. She worked for many years supporting university students

truly live, surrounded by rivers and mountains. When he started college, he

from Agder University in Norway to do research in the remote villages of Java,

earned a teaching certificate and found work as a Spanish Instructor. That job

organizing the home-stays in those places which have a lack of resources,

was the key in arousing his interest in multi-cultural exchange. Teto is also a

lack of infrastructure, and limited water. Rita has instructed 20 programs

musician, taught by his father—and they continue playing music together. Teto

for Dragons and worked for 15 years as an Indonesia travel guide for Joker

shares his passion for building bridges between communities and mentoring

Avontuur, Belgium and ViaVia travel.

students. He believes the most important part of his work is the exchange of

BA in English, Sanata Dharma University

B.S. Systems Engineering, Universidad Mesoamérica

cultures and histories that takes place between himself and his students.

Nick Gredin Nepal, Bhutan, India

M.A. in Religious Studies, Naropa University MBA & MS in Information Systems, University of Maine BA in Sociology, University of Southern Maine

Angelica Calabrese West Africa, Southeast Asia

M.A. in Anthropology, The New School for Social Research BA in Anthropology, Yale University Raised in a bilingual Italian-American home, Angelica grew up in Connecticut

Originally from Maine, Nick started his global journey as a Dragons student on

while visiting her family in southern Italy every summer. She has led student

a semester course in Nepal. This experience had a profound impact on him,

groups in West Africa, Thailand, Cambodia, Laos, India, China, and the US.

inspiring new passions in experiential education, travel, and Buddhism. Trained

Angelica also developed an exchange program that created affordable

as a Wilderness Emergency Medical Technician, Nick returned to Nepal during

opportunities for students from Ghana, Togo, and Benin to travel and study in

the aftermath of the 2015 earthquakes to work for one year with Helping

neighboring countries. She has most recently lived in southern Italy to work on

Hands Health Education. Nick is fluent in Nepali and has also led experiential

a research on writing project exploring why particular communities become

education courses in Cambodia, China, and Malaysia.

vulnerable to ecological and economic disaster.

Alan Flores Bolivia, Peru, Guatemala

Paola Flores Bolivia, Peru, Guatemala

BA Tourism, Culture, & Languages; San Francisco Xavier of Chuquisaca

B.M. Psychology, University of Sucre, Bolivia

Born and raised in Bolivia, Alan has been exploring the mountains and cultural

Paola was born in Potosí, Bolivia—one of the highest cities in the world.

traditions of Bolivia his whole life. During childhood, Alan traveled with his

Although her family moved to Sucre, Paola has always felt very close to the

mother to the countryside to trade with other communities, which is how he

earth and very grateful for everything the land can give her. With a constant

added Quechua, the first of many additional languages to his linguistic tool

interest in human behavior, Paola was encouraged to study psychology. Paola

belt. Alan now speaks Spanish, English, French, and Quechua. He has lived

has spent time in her adult life working in non profit organizations geared

with and studied the diverse indigenous traditions thriving in Bolivia today

towards education access for people in Bolivia, working on protecting the

and brings fifteen years of experience as an accomplished mountain guide and

rights of women and children against violence and spending time on an

experiential educator.

organic farm. Paola brings her passion for the land and people of Bolivia into our programming.

Claire Bennett Southeast Asia, Himalayas

Babacar Mbaye Senegal

Claire is driven by a passion for global equality and social justice. She first

Sometimes it feels hard to quantify all the knowledge, experience, and wisdom

ventured to Asia as a volunteer in Nepal and later returned to found a rural

that Babacar brings to a Dragons program. Babacar is an educator at heart, and

development organization, PHASE. Since then, she has spent time volunteering

has worked as an English teacher in Senegal since 1997 after receiving his MA

in Cambodia, coordinating regional strategy for “global education” within the

in English. Babacar has been working with Dragons since 2006, first supporting

UK school system, and facilitating Global Youth Action—a global work project

Dragons summer programs and more recently moving into a full-time position

for disadvantaged youth. Claire is an incurable optimist and has boundless

with our Princeton Bridge Year program. Although students see Babacar as their

energy—mainly fueled by caffeine from her British tea-drinking habit. Claire is

fearless leader, he maintains that he is first and foremost a student learning from

the author of the book Learning Service: The Essential Guide to Volunteer Travel.

their unique perspective and wisdom.

M.A. History, University of Cambridge

M.A. English, Cheikh Anta Diop University

W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

Dragons helped me see that family is family and people are people, no matter where they are, what religion they practice, or what language they speak. Despite our many differences, we are all capable of connecting with each other as human beings.” — B A B E T T E , PA S T D R AG O N S S T U D E N T

Laughter is always a shared language in a Dragons homestay in Nepal. Maria Xu

SO WHAT NOW?

NEXT STEPS F I N D I N G T H E R I G H T P R O G R A M S TA R T S W I T H ASKING THE RIGHT QUESTIONS. With so many travel programs out there, it can be hard to know where to begin. Here are some questions

VISIT OUR WEBSITE Visit Dragons website to see photos, videos, more specific program descriptions, and read participant reflections from the field via our Yak Board. If you have questions while exploring our site, just send a message to us via Live Chat.

for you to consider and ask of different providers as you do your research:

SPEAK WITH DRAGONS STAFF

•

How many years have you been running international programming?

Give us a call! We love hearing from prospective students and

•

What is your ratio of instructors to students?

•

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: 303.413.0822

MEET A DRAGONS INSTRUCTOR We have Dragons instructors touring the country and meeting with

•

How many of your field staff return year after year?

•

What type of trainings do you provide your field staff?

•

How do you mitigate and respond to risks on program?

prospective students and families. Connecting in-person is a great way to hear about programs and find out if Dragons is right for you.

READY TO JOIN US? Don't wait too long. Our most popular summer and semester

•

How are your programs and itineraries designed?

•

How do you approach the theme of “service” and manage the dangers of “voluntourism”?

•

How do you ensure the sustainability of your programming with local communities?

•

How do you help students apply what they've learned after they return home?

programs generally start to fill up 6 months before departure. Students are admitted on a first-come, first-serve basis, so get in touch to hold your place on a program. Or check our website for updates on the spots remaining on a specific program.

THE APPLICATION PROCESS

To hear our responses to these questions, and more, give us a call at 303.413.0822.

APPLY ONLINE

2 SUBMIT A DEPOSIT TO HOLD YOUR SPOT

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3 INTERVIEW FINANCIAL AID Any student that demonstrates reasonable financial need is eligible to apply for financial aid. When awarding financial aid, we look for applicants who are curious, driven, and ready to fully engage with communities around the world.

Follow us on Facebook for community news and reflections, photos, and videos from around the world. facebook.com/WhereThereBeDragons

Approximately 20% of our students go abroad with some level of financial assistance each year. Check out our website to find out more.

W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S

Asia | Latin America | Africa | North America

MAPMAKERS ONCE DREW DRAGONS TO REPRESENT LANDS UNKNOWN. TODAY, GOING

“where there be dragons” MEANS EXPLORING BEYOND WHAT'S known TO YOU.

WHEN WE ENGAGE THE UNFAMILIAR, WE DISCOVER NEW PARTS OF OURSELVES AND THE WORLD.

TRAVEL DIFFERENTLY.

RUGGED TRAVEL

HOMESTAY

LANGUAGE STUDY

TREKKING

LEARNING SERVICE

ENVIRONMENTAL & SOCIAL JUSTICE

INDEPENDENT STUDY PROJECT

SPIRITUAL TRADITIONS

1905 15th Street #4129, Boulder, CO 80306

Phone: 303.413.0822 OR 800.982.9203 | Email: info@wheretherebedragons.com WWW.WHERETHEREBEDRAGONS.COM/STUDENTS Certified B Corporations are businesses that meet the highest standards of verified accountability, transparency, and social and environmental performance.

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