Dragons Partnerships in Global Education

Customized global citizenship & leadership programs in the developing world since 1993

i n g l o b a l e d u c a t i o n

Partnerships

t a b l e o f c o n t e n t s

Something Hidden.

Go and find it.

Go and look behind the Ranges –

Something lost behind the Ranges.

Lost and waiting for you.

Go.

Rudyard Kipling

Bold explorers who ventured beyond the map’s edge were said to go

“where there be dragons.”

In the days before the world had been fully charted,

map-makers would draw indragons to represent the lands that were still unknown.

i n t r o d u c t i o n t o d r a g o n s

who we are and what we dowhere we gowhy partner with dragons?our 3 core valuesour 9 program components

c o u r s e p r o c e s s & e x a m p l e s

the course design processcritical global issuesproject-based and service learningcomprehensive language and cultural studies

m o v i n g f o r w a r d

cost, timing & long-term development

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www.wheretherebedragons.com

t a b l e o f c o n t e n t s

“Dragons demonstrates, at every level, a profound

commitment to creating the very best student

experience abroad. The caliber of their on-site staff,

their tireless attention to risk management, and their

truly innovative approach to experiential learning

make them a valued program partner.”

John Luria, Director - Bridge Year ProgramPrinceton University

Dragons partnership programs combine the best in experiential and classroom education.

Through travel, service learning, and intellectually challenging experiences, students engage fully in the world.

Working with mature and experienced guides, Dragons collaborative programs build in an established core curriculum that fosters

leadership, cultivates personal responsibility, and engages the whole student,

providing an ideal complement to classroom-based learning in global studies.

Partners include:Princeton University, Bridge Year Program

Phillips Exeter Academy

Hawken School

Carleton College

The Lawrenceville School

Norfolk Academy

Castilleja School

Riverdale Country Day

The Archer School for Girls

Cathedral School for Boys

Hathaway Brown School

w h o w e a r e a n d w h a t w e d o

Dragons is a community of dedicated and innovative educators who believe firmly that authentic, well-intentioned and carefully crafted

cross-cultural programming promotes self-assured leadership and global citizenship. We initially partnered with Dragons to run a

comparative religion and trekking program in Sikkim

in 2011. This year, we are building a program in

Myanmar focused on literature and immigration. The

expansive nature of their curriculum and the veteran

experience of their instructors have helped us provide

breakthrough learning for students that will stick

with them for the rest of their lives. I’m committed to

Dragons as a go-to partner for providing the highest

quality and safest programming abroad.

Cris Harris, Director - Writing Center Outdoor Leadership Program, Hawken School

It’s who we areBy engaging with foreign cultures on basic human levels, we strive to mitigate

racism, foster compassion, and nurture lives that are built on knowledge and

wisdom. The relationships, curriculum and resources that we’ve built over the

years ensure our partners a co-authored learning experience that will deeply

broaden students’ understanding of the world and inspire confidence in their own

abilities. When considering the level of care and intention that we put into every

institutional relationship, you’ll see that Dragons is the finest, best staffed, and

best-executed overseas partner available.

More than just a custom-group travel company, we work exclusively with your vision to employ the best in experiential education, academic study, group travel, and cultural immersion.

Our course-design process ensures a singularly unique program that specifically

addresses your goals and objectives while employing a core curriculum that

nurtures holistic student growth in global citizenship, self-awareness and

leadership skills. No two Dragons programs are ever the same, and students will

not feel as though they’re moving through a revolving door, on the heels of one

group, to be replaced quickly by another. Rather, they enjoy the authenticity and

intimacy of intentionally planned and expertly facilitated experiences that have

been crafted exclusively for them.


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Along the Map’s Edge, in the valleys and mountains of developing countries, there are cultures

and landscapes that offer extraordinary learning opportunities.

Dragons has worked with inspired teachers and administrators since 1993 to

develop collaborative programs throughout Asia, Latin America, Africa and the Middle East.

w h e r e d o y o u w a n t t o g o ?

GuatemalaNicaragua

PeruBolivia Madagascar

Rwanda

Senegal

JordanThailandVietnam

CambodiaLaos

MyanmarIndonesia

China

NepalIndia

In a world being fractured by cultural misunderstanding, we believe that tomorrow’s leaders

will be most effective when they have been informed

by close encounters with the other.

Where do you want to take your students?

... and where we go.

I worked with Dragons to plan a course to Guatemala

for 7th and 8th grade boys focused on language study

and cultural immersion. I was pleased by the planning

process and found Dragons easy to work with. They

understood my desire for appropriate programing for

middle school and created a dynamic yet balanced

itinerary for us. The leadership thrilled me during

the trip as well - we had three Dragons instructors

and three school chaperones, which was phenomenal.

I’ve traveled to five countries with four international

companies and would only recommend Dragons - I

felt like we had great support, were safe, and had an

authentic experience that many students would not

be able to replicate when traveling with their families.

Also, there were no hidden costs or expected tips which

I’ve experienced with other companies.

Sarah Roggero, Spanish Teacher Cathedral School for Boys

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Collaborative work with Dragons will increase the depth and quality of your students’ experience, while reducing cost, hassle and risk.

p a r t n e r s h i p s

Why partner with Dragons?a g r e a t e r l e v e l o f e n g a g e m e n t : Our experienced, well-trained field-staff collaborate directly with teachers and professors to develop original programs that consistently provide profound opportunities for students. Recent research by the study abroad industry has illuminated the fact that overseas learning experiences are dramatically more resonant when they are accompanied by a strong mentor relationship. Our field staff is composed of mature educators who have years of high-level personal and professional experience, and the skills needed to teach, guide, and empower students in profound ways. Having lived, worked, studied or volunteered overseas, our instructors are able to tap into their unique backgrounds, sharing with students the personal connections that they have made. With a pool of more than 1,000 field-staff, with a year-round presence in many of the countries in which we work, and with regional Program Houses – complete with stocked libraries and to which we attach regional support personnel, Dragons is able to connect students to uniquely-rich learning experiences that are well beyond the scope of conventional tourism.

b e t t e r v a l u e : Tourism – the act of journeying to a new place for new experience and for pleasure – has its place; at Dragons, however, we provide experiences for the traveler, developing and stewarding meaningful encounters that evince Global Citizenship, that educate - profoundly, and that afford our students a deeper understanding of the human experience and their place within it. The depth of learning that we provide has been workshopped and practiced over hundreds of thousands of student days in the field. Teachers and

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administrators seeking to provide a comparable level of deep engagement would have to allocate exponentially more resources to source the contacts, develop the leadership and build the support systems that Dragons makes available.

l e s s h a s s l e : How would you coordinate a home-stay in a remote part of the Andes, or arrange a meeting with the Dalai Lama, or source Arabic language instructors, or arrange to meet a dissident author in China? If you were to make every day of your students’ travel experience a brilliant learning opportunity, how would you structure an itinerary to ensure that each student’s needs and interests were being met?

With administrators who speak over fifteen languages, with program-histories that span our twenty-three years in business, and with a pool of over experienced guides, we think forward, research, design and implement the richest available learning experiences so that teachers and administrators can focus on co-teaching and on their own experience.

a s a f e r p r o g r a m : Dragons’ risk-mitigation begins in our marketing and admissions process, when we begin to tone-set the experience. Pre-course direction covers essentials in personal care, from inoculation recommendations to suggestions for preparing to work within a new cultural context. Instructors write letters to students and often visit a school to meet with concerned parents. Throughout our tone-setting process, we create the container for the course, wherein students feel safe entering their learning zone while respecting the safety limits drawn by the instructional staff and accompanying teachers. Our 72-hour safety plan begins when students first meet their instructors. Throughout the course, instructors communicate with our risk managers, and should an

event occur which requires immediate attention, our on-call emergency response team is available 24/7. Finally, our instructors’ first-hand knowledge of in-country risk issues and medical facilities ensures that safety considerations are paramount in all aspects of course design and implementation.

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g l o b a l c i t i z e n s h i p : Courses engage issues in social justice and equity, globalization,

race power and privilege and sustainable development by role-modeling a

dedication to social justice and a respect for diversity, while promoting a sense of responsibility

based on the belief that every individual can make a difference. How can we help students harness privilege and opportunity for a common, global good?

s e l f - a w a r e n e s s : Instructors and teachers skillfully offer opportunities for students to reflect

on their own life through new perspectives and experience, through a connection with the “other.”

Programs cultivate student curiosity and ultimately, help them embrace their most authentic selves. How do we facilitate students’ awareness of personal and cultural values, strengths, and challenges?

l e a d e r s h i p a n d s k i l l b u i l d i n g : Throughout each program students are offered new

skills such as intercultural competency, foreign language, expeditionary behavior,

and independent field research, and hold a refined sense of leadership capacity.

Instructors facilitate this process by modeling authentic leadership, teaching skills and lessons, and

offering feedback and mentorship throughout the course.How do we elucidate our students “best self” and empower them to work well with others?

Whether it’s a ten day language course in Guatemala, or a three week course focusing on water rights in North India,

each program is built on the foundation of our core curriculum, weaving together up to nine program components in a three-phase skills progression towards the inculcation of our

core learning outcomes: global citizenship, self-awareness and leadership.

o u r 3 c o r e v a l u e s

global citizenshiphumility

inter-connectedness

compassion

gratitudeawareness

curiosity

authenticity

self-awarenessresponsibility

ownership

courage

self-reliance

leadership and skill building

Dragons core curriculum:a holistic foundation

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In co-authoring a powerful and holistic student experience abroad, Dragons’ Program Directors work directly with you

to construct an itinerary from our nine Program Components. Components are incorporated to varying degrees depending

on your defined learning outcomes, and in some cases, left out completely.

o u r 9 p r o g r a m c o m p o n e n t s

Dragons participants travel in a style that

enables them to genuinely know the

people of the countries we visit. This often isn’t the fastest or most comfortable

way to travel, but for adaptable participants

it offers the most authentic experience.

rugged travel

Intensive foot travel enables us to venture to towns isolated from modern technological

influences and to contemplate the human interconnection to the

natural ecosystem.

trekking & wilderness exploration

Through meetings with development

professionals, government officials, and local activists, students learn first-hand how efforts to

improve quality of life may both positively

and negatively impact the region’s people, culture and

environment.

survey of development

issues

All courses incorporate some degree of

language training. We expect our students will want to interact with locals as closely as they can, and few

things do more to empower participants,

and facilitate an ease of cultural understanding.

language study

Home-stays take students to the core of their experience.

Families share Dragons commitment to ex-

panding participants’ understanding of their culture. All have been selected because of the

safety of their home and their enthusiasm

in working with students.

home-stays

Dragons works with individuals and

organizations that have a long-standing commitment to the community’s needs.

Project-based learning may range from

classroom teaching to health-care outreach, or hands-on building

projects.

service learning /

learning to serve

The Independent Study Project is an

opportunity for each student to choose a topic of particular

interest and examine it throughout the

length of the course. ISP choices are self-

directed and supported by field-based research methodology and local

mentors.

independent study projects

( ISPs)

Participants are introduced to the commonly-shared

religious and political thinking that has helped to shape the country’s culture. We survey religious traditions

through temple visits, monastery stays,

and meetings with accomplished teachers

and practitioners.

introduction to phi losophy & comparative

rel igion

Each course lends itself differently to the introduction of

particular academic themes. While some programs explore a

particular global issue, others offer a survey

of diverse themes and topics through

lectures, readings, and structured learning

opportunities.

contemporary issues

curriculum

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dynamic & collaborative course-design process

t h e c o u r s e - d e s i g n p r o c e s s

a c o - p o w e r e d p r o c e s s : Each custom partnership course has one or two faculty

members that work with the Dragons administration and instructors through a course design

process. Once the course is well defined, we work carefully to integrate faculty and instructors

into a unified leadership team and empower them to work alongside Dragons instructors as

co-facilitators and field-educators, often creating a space for them to teach to key themes, and

helping manage the group’s learning.

g r o u p s i z e : Small groups enable us to provide low-to-the-ground, high-quality experiential

education courses wherein we can best address the personal needs, interests and goals of each

student. The flexibility of small groups enables us to take advantage of unique opportunities,

and all experiences are more personal, interesting, and engaging. Most importantly, a small

group size allows us to more easily address safety concerns and respond to changes in student

health. Simultaneously, Dragons is open to working with groups of any size, employing strategic

group splits, and maintaining an intimate participant-to-instructor ratio.

Ideally, we ask that you recruit 8-14 students to participate on a course. Faculty and teachers

will serve as a liaison between Dragons and students throughout the year. We will provide all of

the necessary admission paperwork, including visa, flights, preparation materials, and pre-course

information, but we will often ask for support in distributing and collecting the materials. We will

of course always be available to speak with students or their parents about the program to answer

any questions they may have.

c o u r s e - d e s i g n p r o c e s s : The most effective partnership programming begins by

defining intended learning outcomes, and working backwards to design experiences that will

actively create opportunities for students to engage:

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We have worked with Dragons to support a faculty-led

field research seminar in Guatemala since 2006. The

Dragons instructor provided a complementary role by

bringing experiential pedagogy to help students reflect

and process their experiences, as well as solid training

in risk management and a depth of experience on the

ground. From what I’ve seen, Dragons instructors have

a balanced skill-set and a knack for connecting with

students, and working well in dynamic leadership

teams, which makes them a valuable resource on any

study abroad program.

Helena Kaufman, Director - Off-Campus Studies Carleton College

l e a r n i n g o u t c o m e sLearning outcomes, whether values-based outcomes such as global citizenship and

leadership, skills such as language acquisition, or curriculum-based outcomes such as history or religion, allow us to differentiate between a trip and a program.

f i n a l i z e i t i n e r a r yWhile many programs begin with a list of places to visit, we believe that a final itinerary should be crafted around the activities and experiences

that will best lead students to our defined learning outcomes.

d e f i n e p r o g r a m c o m p o n e n t sProgram components define the building blocks for a program that intentionally creates space for students to engage in the learning that will lead them to our defined outcomes.

s i g n s t u d e n t s u pDragons admissions team provides marketing materials, online registration, and support

with all paperwork and logistics throughout the admissions process.

b u i l d a p r o g r e s s i o nEvery course builds experiences and lessons that allow students to acquire new skills,

to practice those skills by failing forward, and ultimately to embark on an expedition that allows instructors to lead from behind.

p r e - c o u r s e c u r r i c u l u mProgram Directors work with you to build a course reader, introduce key themes,

and to build the group “container” through intentional goal setting, tone setting, and visits by Dragons instructors.

The course-design process11

These programs represent just a few examples of successful collaboration around critical global issues.

p r o g r a me x a m p l e s :c r i t i c a l g l o b a l i s s u e s

programs that studycritical global issues

Often tied to specific classroom curriculum, Dragons partners with professors and teachers to

build programming around specific topics of paramount global concern. Previous courses have explored environmental conservation

in Vietnam, global health and international relations in China, cultural survival in Peru and

Guatemala, women and development studies or food security in India, human rights in Cambodia,

and many others.

Courses designed around a particular theme engage distinguished local professors,

development professionals, artists, and government officials to illuminate multiple perspectives,

and offer hands-on, experience-based understanding. These courses benefit greatly from Dragons

college-level study abroad curriculum resources as well as our program house libraries, which

offer a relaxing sanctuary to host group discussions, concerts, and language classes.

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Our program in Cambodia offered access to people

and places I could not have otherwise experienced.

Each day we engaged in meaningful human

connections and profound experiences that changed

the way we will talk about Global Studies. Overall,

the program was a great success, and one of the best

professional experiences of my life.

David Medvitz, Technology EducationPingree School

Other collaborative programs built around critical global issues: Socio-Cultural Field Research Seminar in Guatemala and Chiapas in

collaboration with CARLETON COLLEGE, Northfield, MN

1 DRAGONS INSTRUCTOR – 1 FACULTY – 12 STUDENTS AGES 19-22 – SEMESTER-LONG

Poverty and Development in India in collaboration with THE LAWRENCEVILLE

SCHOOL, Lawrenceville, NJ

2 DRAGONS INSTRUCTORS – 2 FACULTY – 10 STUDENTS AGES 15-18 – 10 DAYS – TUITION 2,980

Featured Program ProfileMoving China: How Migration is Changing Villages and Cities

PROGRAM OVERVIEW: This course considers the environmental and social

implications of mass migration from countryside to urban environments, with

additional emphasis on the sustainability of current infrastructure development-

levels. Our exploration includes both rural and urban environments in

Southwest China.

MAIN THEMES: Chinese history and politics, Maoist China, migration, development

policies in strategies in contemporary China, environmental sustainability,

agricultural practices.

IN COLLABORATION WITH PHILLIPS EXETER ACADEMY, EXETER, NH

2 DRAGONS INSTRUCTORS – 6 FACULTY – 6 STUDENTS AGES 15-17 – 10 DAYS – TUITION 2,450

For more information and examples of custom program itineraries, please call 303.413.0822 or email [email protected] .

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Effective, collaborative work begins when students are guided to ask the right questions:

These programs represent just a few examples of successful collaboration around project-based learning.

p r o g r a me x a m p l e s :p r o j e c t - b a s e d a n d s e r v i c e l e a r n i n g

• Was the project initiated by the local community, and is there community ownership and buy-in?

• Does the project value capacity-building over infrastructure development?

• Was the community service project decided because of actual needs in the community or because of the ease of integrating unskilled workers into the tasks?

• What is the life-span of the project, and how will the project build on itself once outside actors are no longer involved?

project-based andservice learning

Through participation in project-based programs, students gain a larger understanding of international development and efforts to address systemic problems in health care, education, access to clean food and water, etc. More significantly, though, students develop a moral compass in

which they see more clearly how their actions and decisions impact the people and environment

outside of their immediate communities. As a cornerstone to Global Citizenship Education,

learning how to be of service becomes a process of developing empathy for those whose resource-

base and opportunity-levels may be less, but whose life-histories and cultures provide often

profound lessons that aren’t available to those living in more developed countries.

At the university, high school, and middle-school level, Dragons has developed project

and internship-based programs from ten days to nine months featuring collaboration with

reforestation organizations, after-school programs, rural clinics, animal rescue projects, youth

leadership organizations, and micro-finance NGOs amongst many others.

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Our Dragons Instructors, Keith and Matt were

incredible. They were open to suggestion and critique

and always kept Dana and me in the loop.

I felt our communication was strong before and during

the course. Matt and Keith both empowered and

supported us. They also adapted extremely well to

changes in schedule and came up with new plans on

the fly. We could rely on them to think through the best

options for the students and communicate that to us

and ask for input when we had any to give.

They also were knowledgeable and placed primary

concern on kids’ health and safety. They did this

in a wonderful way that never made the kids feel

uncomfortable. I really do not think Dragons could do

anything to improve in the area of leadership.

Kris Schulte, History TeacherThe Lawrenceville School

Other project-based collaborative programs:

Bolivia, service and culture in the high Andes in collaboration with NUEVA

MIDDLE SCHOOL, Hillsborough, CA

3 DRAGONS INSTRUCTORS – 3 TEACHERS – 12 STUDENTS AGES 11-13 – 14 DAYS – TUITION 3,730

Princeton Bridge-Year Program in India, Senegal, and China in collaboration

with PRINCETON UNIVERSITY, Princeton, NJ

1 DRAGONS SITE DIRECTOR – 2/3 SUPPORT STAFF – 6 TO 8 STUDENTS AGES 18-19 – 9 MONTHS

Featured Program ProfileEnvironmental and Social Justice in Highland Guatemala

PROGRAM OVERVIEW: Through direct exchange and collaboration with local

peers and community experts, students engage in a hands-on project-based course

in sustainability alongside Q’eqchi’ and Tz’utujil Maya women. Visits to local

initiatives for reforestation, traditional agriculture, and food security, provide

important background and context while students gain new skills in permaculture

design practices. The course culminates in a collaborative school garden project.

MAIN THEMES: Permaculture, appropriate technology, sustainable agriculture,

Mayan cultural representation and history, human rights, contemporary social

movements, women’s education and gender studies.

IN COLLABORATION WITH ARCHER SCHOOL FOR GIRLS, LOS ANGELES, CA

2 INSTRUCTORS – 2 TEACHERS – 13 STUDENTS AGES 14-17 – 10 DAYS – TUITION 2,450


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These programs represent just a few examples of successful collaboration around language and cultural immersion.

programexamples:comprehensive language and cultural studies

Working with high school, middle school and university students,

comprehensive languageand cultural studies Dragons has developed programming in Mandarin, Spanish, Arabic and Hindi language studies. Programs feature one-on-one or small-

group language classes with locally-sourced teachers, trained by Dragons, to work effectively with

your students, and may include meaningful home-stays set up exclusively for your students in

rural and urban environments.

Comprehensive programming will take students off the beaten path to villages seldom visited

by outsiders, areas rich in learning opportunities where Dragons has established long-standing

relationships of reciprocity and solidarity.

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Other collaborative language and cultural immersion programs:

Men of Maize; cultural immersion and language in Highland Guatemala in

collaboration with CATHEDRAL SCHOOL FOR BOYS, San Francisco, CA

3 DRAGONS INSTRUCTORS – 3 TEACHERS – 20 STUDENTS AGES 11-13 – 10 DAYS – TUITION 2,600

Senegal: The Janus Face of Development in collaboration with HATHAWAY

BROWN SCHOOL, Shaker Heights, OH

2 DRAGONS INSTRUCTORS – 2 TEACHERS – 12 STUDENTS AGES 15-18 – 2 WEEKS – TUITION 2,980

Featured Program ProfileArabic Studies in Jordan:

Ancient roots and modern perspectives in the Levant

PROGRAM OVERVIEW: This program focuses on an exploration of the deeper

levels of contemporary Arab society in Jordan and its neighbors and encourages

students to peel back the layers of an overexposed, yet little-understood region.

While engaging in linguistic and cultural immersion, we explore topics related

to pressures of modernization, impacts of development, gender roles and the

significant struggles experienced by a region poor in the vital natural resources

of energy and water.

MAIN THEMES: Arabic language study, Islam, gender studies, geo-politics,

ancient civilization, resource management and development.

IN COLLABORATION WITH RUTGERS PREPARATORY SCHOOL, SOMERSET, NJ

2 DRAGONS INSTRUCTORS – 1 TEACHER – 8 STUDENTS AGES 14-18 – 2 WEEKS –

TUITION 3,230


Thank you so much for all your hard work in making

this the most memorable trip I’ve ever taken – I miss it

already and I got off the plane 3 hours ago! We were

already lucky enough to have special instructors like

you, Kara, and Sophie to lead us through China, but

your passion and care for all of us really exceeded our

expectations and made the trip as great as it was.

Anahita Afshari, Castilleja School

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cost, timing and long-term development

The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.

John Dewey

www.wheretherebedragons.com | 800-982-9203 | e-mail : [email protected]

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Cost: While the cost for each program varies depending on where it is, for how long, and what the itinerary includes, students should expect to pay from 1850 to 3800 in tuition for a ten-day to three-week course. Dragons is a committed partner, and able to work with the financial limitations of your community, offering scholarships when enrollment numbers permit, and making every effort to create equal opportunity for all students. In order to calculate the cost, Dragons estimates the cost per student, per day based on the itinerary, the cost of the instructors, of in-country travel expenses, the cost of the teacher/professor expenses, and the fixed costs of our risk management, emergency response team, program directors, and staff-training. Course tuition is all-inclusive, less international airfare, and covers all faculty expenses, including international airfare.

Timing: Over the years, we’ve found that custom courses are most successful when students sign up five to six months prior to the course start date. This allows time to build a unified leadership team, modify and make final adjustments to our itinerary, to schedule a Dragons representative for pre-course tone-setting and preparation meetings, and to potentially introduce key themes into classroom curriculum. Upon termination of your course, Dragons is available to help support the process of ongoing transference for students, coordinating visits from Dragons instructors, regional experts or exchanges with host communities.

L o n g - t e r m d e v e l o p m e n t w i t h y o u r i n s t i t u t i o n : Our long-term goal is to be the go-to partner for international programming at your school, capable of serving needs - from excellence in programming to excellence in risk-management and emergency response, to excellence in communication. While you are able to provide the best possible classroom education for your students, Dragons is the leader in providing complementary intercultural experiential programming. We pride ourselves on dynamism, professionalism, and communication, and are positioned to grow and adapt to your needs, working with your feedback to morph and improve our work, and to better integrate classroom curriculum into international programming. Dragons also offers faculty trainings, consulting, and professional development courses to further support the most effective and safe international programming at your institution. For more information on this, please visit our website: www.wheretherebedragons.com

As I walked the dusty, dirty streets of Senegal, I felt

confused and distracted stumbling through this foreign

land. As I high-fived the young children in the streets, I

realized the humanity that encompassed me everywhere.

I was instantly comforted by the family around me.

These people all had stories, most untold. I yearned to

hear everything they had to say: where they lived, what

their childhood was like, what they hoped and dreamed

for, even what they had for breakfast! I had a fire in me

to explore the world, write, and enjoy all this world has

to offer. Senegal had reignited my true love for people.

Even those that have nothing have offered me their ev-

erything. I am forever moved by this lifestyle of relation-

ships before schedules, others before oneself, love before

time. The second that those tiny, worn hands, the color

of sweet-smelling coffee beans, touched my soft, nervous

snow-colored hands, my perspective changed, and I felt

the connection of humanity that surrounds us all.

McKenna R., Hathaway Brown School

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On ancient maps dragons were drawn to symbolize the unknown. To travel beyond the familiar world was to go “where there be dragons.” Dragons programs are

authentic, rugged and profound student travel adventures that expose the beautiful and complex realities of the countries in which we travel. Dragons programs

encourage deep immersion into strikingly different physical and cultural landscapes, combining the best in experiential education, travel, service learning, and

physically and intellectually challenging experiences.

www.wheretherebedragons.com | 800-982-9203 | e-mail : [email protected]

3200 Carbon Place #102, Boulder, CO 80301

Customized global citizenship & leadership programs in the developing world since 1993

r u g g e d t r a v e l

h o m e - s t a y s

t r e k k i n g & w i l d e r n e s s e x p l o r a t i o n

s e r v i c e l e a r n i n g / l e a r n i n g t o s e r v e

s u r v e y o f d e v e l o p m e n t i s s u e s

i n d e p e n d e n t s t u d y p r o j e c t s ( I S P s )

l a n g u a g e s t u d y

i n t r o d u c t i o n t o p h i l o s o p h y & c o m p a r a t i v e r e l i g i o n

c o n t e m p o r a r y i s s u e s c u r r i c u l u m

Dragons Partnerships in Global Education

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