Experiential Education:
Journeys
ASIA PROGRAM OVERVIEW
The Institute for Village Studies offers students an in-depth, cross-cultural educational experience among village people in Asia. We provide a structured and intellectually demanding schedule of cultural study, field study, interaction and exploration. The program seeks to enhance empathy across cultures and celebrate diversity. In particular, the program helps students begin to feel what it means to be Thai, Indian, or Tibetan. Our focus is village life, and adapting and contributing to endangered cultures.
For a student to be successful in this program, three things are essential: first, a curiosity about Asia; second, a desire to learn and to help; and third, a spirit of adventure. Rather than from simple, passive observation or detached study of the culture, the chief influence on learning in this program will come from being a participant in daily village life. Whenever possible, the villagers are the living texts.
The experience -- the immersion in village life -- becomes the main teacher. If students expect to be treated as tourists or travel in the ways tourists are accustomed, they should seek another approach. We travel low to the ground (often literally by living in tents, huts, hammocks). Our program is physically, spiritually, and emotionally strenuous. This, however, is not to say that the program neglects academics. On the contrary, it places intellectual and physical demands on students that past participants often say far exceed what is asked of them during an average quarter of college study. But then, as the nature of the challenge is different, so too are the rewards. The Institute for Village Studies has a quality staff of experienced trip leaders, faculty, and administrators. We also have an extensive network of teachers, guides and friends in Asia.
Guatemala Spanish Immersion Trip
Thursday, February 19th- Monday, March 15th, 2009
This 25-day-trip to Guatemala, Central America (photo shows group preparing to depart) combines Spanish immersion classes and home stays with a week long travel adventure through the Western Highlands and the jungle north of Guatemala. 
The purpose of this trip is to improve Spanish language skills while developing a greater understanding of Hispanic and Mayan culture, as well as begin to learn about the political, social, and environmental history of a country suffering from poverty, exploitation, and the aftermath of a 37-year civil war. We will do some research on these issues before we go to get a better understanding of the US role and impact on Latin America, specifically Guatemala over the last few decades.
Once in Guatemala, we will travel for the first couple of days to see some sites and visit a project initiated and supported by a Lopez Island nonprofit near Panajachel on Lago de Atitlán. From there, we will hopefully visit the weekly market in Solola, and then head onward to where we will be studying Spanish for two weeks. Our language school is located in Quetzaltenango, or "Xela" as it is known by locals. After morning classes, students will have the opportunity to expand on cultural interactions through volunteer service and extra-curricular classes, such as salsa dance, cooking, weaving, music lessons, community soccer games, and more. Evenings will be spent in home stays with local families in groups of two, where students will have the opportunity to practice their language skills, eat traditional food, and learn local customs. On week-ends, we will have the opportunity to visit some of the local sites: Fuentes Georginas, a nearby hot spring, or climb one of the local volcanos, and even hopefully visit the legendary market in Chichicastenango, one of the most colorful and crafty that I've ever seen.
Once we are done our classes, the trip heads north toward the green and lush jungles on the Belize boarder. On route we will stop by Semuc Champey, known for its great 300m-long natural limestone bridge, on top of which is a stepped series of pools with cool, flowing river water good for swimming. Then, we are off to Tikal, one of the major cultural and population centers of the ancient Maya, and now the largest of the ancient ruined cities of the Mayan civilization. We will learn more about the fall of the Mayan empire and join the many researchers trying to figure out the whole story of why it collapsed.
Our adventure then takes us southward again to the Rio Dulce, where we will start a river journey from Lago de Izabal to the Caribbean Sea and Livingston, Guatemala. Here, we will enjoy the warm Carribbean ocean and culture for a day while visiting Playa Blanca, one of the best beaches in the area. Lastly, we will take a boat to Puerta Barrios to rejoin the road and return to Guatemala City via Quiriguá, famed for its intricately carved stelae- the gigantic brown sandstone monoliths that rise as high as 10.5m, like ancient sentinels in a quiet and well kept tropical park.
The purpose of this trip is to give students an enriched experience to expand their learning far beyond their classroom walls. This experience will be led by Olga and Derek. The cost is all inclusive: food, lodging, air-travel, entrance fees, etc, although students may wish to bring some extra spending money for snacks and memorabilia. Students will need a current passport and travel immunizations (basic US vaccines + Hep A and B, and Typhoid) in order to travel to Guatemala. As we will be traveling through the jungle for a few days, there is always risk, even though quite small, of malaria. Students may wish to take the antimalarial medication, Chloroquine, to avoid this risk. However, long sleeves and pants, bug repellent with deet, and the mosquito netting in our hotels is very effective at limiting contact with mosquitos. Families will want to consult their physicians regarding this matter, as Chloroquine has many side effects and must be taken at least 10 days before entering any area with potential malaria risk.
Road Trip to the Southwest
Friday, February 20th- Sunday, March 15th, 2009
This 23-day road trip, packed with adventure, to the Southwest of the United States has three main educational objectives: to study Native American culture of today and yesterday; 
to learn about environmental issues of the region, such as water politics and contamination; and to expand on knowledge in the natural sciences. Before the trip begins, students as a group will do research into these three areas, so that on the trip they can put their theory and book learning to practice.
While studying Native American culture, our group will visit several ancient ruins in the Southwest, including Canyon de Chelly and Montezuma's Castle. We will also spend four days on the Navajo reservation in home-stays with Navajo families. During the day, we will visit a couple of abandoned mine sites as well as a water reclamation project to learn how uranium and coal are polluting the ground and water where the Navajo live. We also plan to volunteer to help rebuild a Navajo home that was built out of wood from the uranium mine.
In addition to our studies about water and contamination on the Navajo reservation, we will gain a greater appreciation of water as a limited resource while camping in the deserts of Arizona. One of our camping highlights will be a 3-day canoe trip on Black Canyon of the lower Colorado River, where we will encounter at least three hot springs to enjoy. We'll also take a tour of Hoover Dam on the lower Colorado and discover how dams are built and function. We'll visit Grand Canyon National Park to learn how the Lake Powell Dam affects the natural ecosystem of the park. And lastly, we'll visit America's fastest growing city in the desert, Las Vegas, where water is consumed as if it were unlimited. Once there, we plan to take advantage of one of Las Vegas' gems, the Cirque du Soleil show "O", which happens to be all about water.
Now, we couldn't leave out visits to some of the Southwest's greatest natural wonders. So, of course we will be visiting Arches National Park, studying geology and the creation of natural rock bridges. The Petrified Forest is another excellent example of a geologic anomaly. Salt lakes, sand dunes, cinder cones, and slot canyons, we'll visit them all and learn about how they came to be.
There is no greater way to learn than by seeing with your own two eyes, feeling with your own two feet, and experiencing with every breath you take. We, your leaders and teachers John Phillips and Lisa Ehle, look forward to sharing this learning adventure with Spring Street students. The cost is all inclusive: food, lodging, travel, entrance fees, etc. Students may wish to bring some extra spending money for snacks and memorabilia.