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    [post_date] => 2019-05-30 12:58:24
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    [post_content] => Dragons was recently interviewed for an article on Global Citizenship Education published in Edition 21 of the Professionals in International Education Review (PIE Review).

Here's an excerpt. You can also visit the PIE website or online PDF issue to read the article in full...

What's important to us is that our participants are actively exploring their own unique definitions...

 



"...Aaron Slosberg, the director of student programming for the transformational education tour group Where There Be Dragons, feels the definition of global citizenship is fluid. 


"For some, it may mean a life mission to connect across international boundaries and embody a transnational identity," he says. "For others, it could mean devoting oneself to a single home community and addressing global issues in a local context." 


He continues, "What's important to us is that our participants are actively exploring their own unique definitions (with all their inherent complexities) of what it means to be a 'global citizen' and allowing those new understandings to inform future choices." 

 

Read the full article at The Pie Review...

 


    [post_title] => Dragons featured in The PIE (Professionals in International Education) Review
    [post_excerpt] => Dragons was recently interviewed for an article on Global Citizenship Education published in Edition 21 of the Professionals in International Education Review (PIE Review). Here's a short excerpt, or you can visit the online issue to read the article in full... 
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    [post_content] => 
Modeling the Values of Responsible Travel


A Conversation With Education Abroad Professionals

Responsible travel is a concept that we talk about frequently at Dragons. On programs, we employ a variety of approaches to help students understand and then engage in activities that are responsible in nature. We might do that by asking students to dress in culturally appropriate ways, encouraging students to use the target language with host family members, teaching students how to use local transportation, etc. (see our position paper for more examples of how we strive to travel responsibly). Many of these approaches are, in essence, an effort to ask our students to adapt to the place rather than demanding that the place adapt to our own needs, desires, and expectations.

Many of these approaches are, in essence, an effort to ask our students to adapt to the place rather than demanding that the place adapt to our own needs, desires, and expectations.


Defining Responsible Travel

When talking about responsible travel, the basic question is “what distinguishes travel from being responsible or not”? In the most simple terms, it is whether or not the travel is in alignment with a specific set of values we hold to be true. Broadly, we think that responsible travel aims to minimize the negative impacts that international visitors, like our study abroad students, might have on a local economy, environment, or culture. Moreover, our sense is that responsible travel is not only about minimizing harm, but also about attempting to have a positive impact on host communities.

Broadly, we think that responsible travel aims to minimize the negative impacts that international visitors, like our study abroad students, might have on a local economy, environment, or culture.

And what ARE the values that underpin responsible travel? We recognize that there isn’t a right answer to this question, but at Dragons, we have attempted to come up with a definition to help drive our work. We define this concept as travel that aligns with the values of being culturally conscious, environmentally responsible, and focused on developing meaningful connections and mutual respect in communities.

Why Modeling Matters

As part of her Master’s thesis, our colleague Shino Marta Yoshen recently conducted a series of interviews with Dragons US-based, field staff and alumni.



Shino's research revealed how important and meaningful it was to staff that Dragons, as a whole, demonstrated a willingness to incorporate the values of responsible travel into the organizational functioning. The interviews seemed to indicate that people are inspired and work more passionately when they feel their work is actively aligned with their values. Those Shino interviewed seemed to be engaging in the field of intercultural education primarily because they believe in the importance of such work. We think this is a core reason for most of us to work in this field, and therefore being mindful of how we can embody our values ourselves keeps us connected to why we choose this work. And it reminds us of the importance of these values and of passing them on to students.

Modeling the values of responsible travel is also important because students can tell when we walk the walk...

Modeling the values of responsible travel is also important because students can tell when we walk the walk, and are more likely to embody these values when they see it modeled, or can tell it is modeled. Alumni being interviewed described instances when they saw responsible travel modeled as significant moments of learning. Modeling these values before students depart for their host communities is helpful in preparing students to actually embody them when on program. Modeling values both during and after the program is also helpful because it shows students that these values can influence the way they engage/live even when they are back home, beyond just their abroad experience.

Beyond the Boundaries of a Program

While the work of striving to travel responsibly on education abroad programs is crucial, we believe it is not enough. Recently, several members of the Dragons team attended The Forum on Education Abroad conference which focuses on the best practices in the field of education abroad. As part of that conference, we invited a long-time collaborator, Darren Grosch, from Mt. San Antonio College to help us facilitate a session in which we asked our colleagues from universities and colleges, study abroad program providers, government agencies, etc. to broaden our thinking about responsible travel. In short, we considered the following question which has become increasingly central for us at Dragons: “How do we model the values of responsible travel beyond the boundaries of a program?"

In other words, are there ways our work can model values such as being environmentally responsible or developing mutual respect in communities for our students before or after they go, in the ways our offices approach particular things, or in the ways we develop other programming which is not abroad?

How do we model the values of responsible travel beyond the boundaries of a program?

At Dragons we have tried to do this through ensuring program budget funds go back into local communities, having staff policies which provide paid leave for volunteering in home communities, or by creating incentives to bike to work; to give a few examples.

As part of our session, we asked our colleagues from across the U.S. and the world to consider how they are or could be modeling the values of responsible travel in their offices or on their home campuses. We asked them to think broadly - things they are doing (or want to be doing) with students before or after programs, actions that model values in the way their office operates or the standards leadership sets, or how they could collaborate with other departments / organizations / or communities.

we asked our colleagues from across the U.S. and the world to consider how they are or could be modeling the values of responsible travel in their offices or on their home campuses...


A Call To Action

As a culmination of this conversation, we encouraged our colleagues to commit to one action they felt they might be able to realistically accomplish in the coming year which would help their specific work environment better model the values of responsible travel. And commit they did! Included below are a number of the inspiring responses to this call to action.





Make Your Values Known


    
 	
  • “Model responsible travel through inserting values into general study abroad recruitment tools, presentations, and initiatives.”
    • 
 	
  • “Train peer ambassadors on the values of the larger office.”
    • 
 	
  • “Use responsible travel values as a guide for marketing and promotion. Do the messages we put out contradict these values?”
    • 
 	
  • “Create a handout for faculty who lead programs regarding what responsible travel means and how to model it.”
    • 
 	
  • “Have the institution integrate responsible travel values in the larger mission statement and strategic vision.”
    • 
 	
  • “Incorporate responsible travel questions and assessment process in the faculty-led program proposal process.”
    • 



Train Students Before they Go Abroad


    
 	
  • “Adding responsible travel as a topic during pre-departure programming.”
    • 
 	
  • “Facilitate conversations with students pre-departure on resource awareness and ethical travel habits.”
    • 
 	
  • “Implement a responsible traveler workshop for faculty and students to compliment regular pre-departure training.”
    • 
 	
  • “Create a credit-bearing course during pre-departure and returnee process to make students more accountable for their actions while abroad.”
    • 



Be a Student Yourself


    
 	
  • “Provide staff with resources to learn the language and history of host countries where we oversee programs.”
    • 
 	
  • “Provide on-campus language workshops: conversational skills taught by native speakers.”
    • 
 	
  • “Train staff members to the tools and importance of preparation and reflection.”
    • 
 	
  • “Offer opportunities for staff to learn indigenous culture, etiquette, and key phrases.”
    • 
 	
  • “Provide language training to all staff.”
    • 


Create Spaces to Share Values Learned Abroad

    
 	
  • “Create a re-entry session about modeling values learned during study abroad now that students are back on campus.”
    • 
 	
  • “Have a workshop with students who have previously gone abroad to share lessons learned about responsible travel and cultural engagement.”
    • 
 	
  • “Start an alumni panel as the peer models for responsible travel.”
    • 


Connect with the Local Community

    
 	
  • “Invite and encourage return study abroad students to attend international student events and support their fellow students both at the home campus and abroad.”
    • 
 	
  • “Develop programs that encourage students who have returned from study abroad to engage with the local community.”
    • 
 	
  • “Train international students on the home campus to help lead pre-departure preparation for study abroad students going to those students’ home countries.”
    • 



Value the Contributions of Host Communities


    
 	
  • “Hire local scholars in order to model the value of local expertise and counteract ‘savior’ narratives.”
    • 
 	
  • “Create a formal feedback process for community partners - their opinion matters just as much as the students’.”
    • 
 	
  • “Organize speakers from the Global South to be brought to the home institution for shared learning and exchange.”
    • 
 	
  • “Incorporate host community feedback and perspectives via the assessment process.”
    • 


Focus on Sustainability Efforts

    
 	
  • “Create a PDF for travelers on how specific actions can offset the carbon footprint per mile traveled.”
    • 
 	
  • “Call together a sustainability working group for colleagues at the university.”
    • 
 	
  • “Encourage students to have conversations about consumption.”
    • 
 	
  • “Composting and more responsible recycling at headquarters office.”
    • 
 	
  • “Collaborate with the on-campus programs and student organizations focused on sustainability to improve practices while abroad.”
    • 


In reading through these commitments to actions, it is clear that Dragons is not alone in believing that there are, indeed, numerous ways that we can model the values of responsible travel outside of direct programming. This discussion is an evolving one and one that we feel is essential to keep at the forefront of our mind. We are committed to continuing this exploration amongst our own team and within the field of education abroad. We hope you’ll join us in that conversation. 


 
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    [post_date] => 2019-03-28 12:39:52
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We're super excited to see and share this announcement from Tufts University.

Here's an excerpt from The Tuft's Daily article titled, Tufts Civic Semester to Offer Overseas Service Opportunities to Incoming First-Years:

"Civic Semester is intended to be embedded in the academic experience at Tufts,' McAndrew said.


The program is fully funded by tuition, and all financial aid that a student receives is applied to the Civic Semester, Dean of Tisch College Alan Solomont said.



“[The Civic Semester] really should be open to all students,” Dean of the School of Arts and Sciences Jim Glaser said.


Students participating in the program will complete on-campus orientation with their fellow classmates in September, according to Glaser. Glaser expressed his belief that completing regular orientation on campus with students who are not participating in the program will be a positive experience.


“They will go through orientation with all of the students they come back to,” Glaser said. “The beauty of this is that it … allows students to have a full [orientation] experience.”


Tisch College partnered up with Where There Be Dragons, a well-known program provider for academic gap semesters and years, according to Solomont.


“[Tisch College] looked at all the programs who do this just to pick the best one,” Solomont said.


In the program’s first year, it will admit 25 students. However, Solomont said that there is room for growth in the program, saying that it could expand to 100 more students in future years."



Head over to the Tufts Daily to read more about the exciting new Civic Semester!

 

 
    [post_title] => Tufts Civic Semester in Partnership with Dragons
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    [post_date] => 2019-02-21 12:08:17
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We love to see research supporting the same conclusions our alumni students and parents have come to. If you're debating the pros and cons of a Gap Year, we highly recommend this article by Psychology Today.


Here's an excerpt:  


"Universities are starting to understand the benefits of the gap year and making deferrals easier, even offering their own gap year service experiences. Tufts and Princeton offer tuition-free international service programs. Florida State University, University of North Carolina, and Duke are offering scholarships to make gap years available to students of diverse backgrounds.


“Why should we live with such hurry ….?” Henry David Thoreau wrote in 1846. This is a question we can ask ourselves today in our fast-paced society. The gap year may be a solution for some students to grow socially and emotionally, to gain maturity, or to get a stronger financial footing, so they can achieve success in the college years."



Read the full article, Is a Gap Year Good for Your Child's Mental Health and GPA? on Psychology Today.

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    [post_date] => 2019-01-22 10:49:57
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Where There Be Dragons has been selected for a Community Choice Award as one of the Top Gap Year Providers of 2018 in the category of Housing by GoOverseas.com.




Winners were named by the community of travelers at GoOverseas where Dragons has 109 participant reviews, 21 interviews, and a 98% average review grade.





 

GoOverseas says: 




We're thrilled to recognize Where There Be Dragons as one of the best travel organizations in 2018 through this merit-based award.


Thanks for the award GoOverseas!

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    [post_date] => 2018-12-26 11:26:36
    [post_date_gmt] => 2018-12-26 18:26:36
    [post_content] => 
The WSJ forgot to give us exact credits, but none-the-less we are excited to see our Bridge Year Program featured in the education section of the Wall Street Journal.


The piece is titled, Welcome to College. Take a Year Off.



Here's an excerpt:

"Peter Scharer, a freshman at Princeton, spent last year studying Hindi and Urdu and volunteering at a school in northern India as part of Princeton’s Bridge Year program.


The university launched that offering for 20 students in 2009, and this year it is funding 38 students doing service projects in Bolivia, China, India, Indonesia or Senegal. Princeton covers basic living expenses and offers need-based aid for travel and incidentals like visa paperwork.


“I was stepping away from the cycle that I had been in,” said Mr. Scharer, now 19 years old. He said the
program was “a powerful way to get a different perspective on the world, better understand myself, [and] better understand what I might be interested in studying.”


Mr. Scharer said he has a new outlook on things like consumption and waste after seeing an open dump in India, and on the best way to offer aid to a needy community. He just finished a class on the interplay between national identity and language."

You can read more reflections from Peter Scharer's Princeton Bridge Year India group on our Yak board, or learn more about our Bridge Year Programs in India, Bolivia, China, Indonesia, and Senegal on Princeton's website. Or head over to the Wall Street Journal to read the full article!
    [post_title] => Our Bridge Year Program Featured in the Wall Street Journal this week....
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