IMMERSIVES 2024
1
INSIDE Introduction
3
FAQs & Policies
4
MIDDLE SCHOOL COURSES
8
The Rocks Tell Stories
9
Food to Move
10
Amazing Race New Mexico!
11
Design Lab
12
The Art of Hiking & Camping
13
Let’s New-MexiGo!
14
3M Cubed
15
Tell a Tale
16
UPPER SCHOOL COURSES
18
Forensics
19
Medical Reserve Corps
20
Robo-STEM
22
Querencia
23
Life, Camera, Action!
24
Gods & Heroes
25
The Wild
26
Art & Social Justice
28
Community Builders
29
Imagining a Better Planet
30
Sports Medicine & Psychology
31
Intercultural Exchange
32
2
INTRODUCTION Preparing students to productively and meaningfully contribute to the 21st century requires educators to rethink traditional curriculums and models that have shaped U.S. schools since the Industrial Revolution. Bosque School’s philosophy of Challenging Education does just that. Today’s global, interconnected, ever-changing, and highly digital world demands students to think critically, engage deeply, and apply their learning across disciplines — communicating and collaborating within diverse communities and creatively and boldly approaching the challenges and opportunities of the future. We commit to Challenging Education through both our regular rotation classes — where students acquire and build upon critical skills and content knowledge — and through our three-week immersive courses — a dedicated space and time for students to apply their learning and skills in relevant, real-life situations that extend the learning environment beyond the four walls of a classroom. Relevance unlocks doors of imagination, excitement, and intrinsic motivation to learn. Experiences that take
students beyond the physical campus offer powerful opportunities for the exploration of real-world ideas and problems, engagement in pre-professional learning, and even deeper community engagement and partnerships. Research shows, and our students affirm, that they learn best when they are actively engaged with teachers and facilitators who can help unlock their curiosity and explore their passions.
The goal of immersives is to maintain and enhance the types of learning experiences our students find most transformative while refining and redesigning ways to integrate disciplines and further deepen learning. We are excited about this year’s immersive program and know that these experiences will further manifest our philosophy of Challenging Education and our value of inspiring academic excellence.
3
FAQs & POLICIES What are immersives, and what makes immersives different from other classes? Immersives are three-week-long multidisciplinary courses that allow students and teachers to dive deeply into topics of interest. Immersives will look and feel very different from regular rotation classes. They are an opportunity to focus on relevant, meaningful, and core content that deepens learning. During the immersive block, students will only take ONE immersive course. Similar to regular rotation courses, immersive courses will center on critical thinking, creativity, communication, collaboration, cultural competency, and community engagement.
When do immersives happen? What is the daily schedule during immersive learning? Immersives are held from April 29- May 22, 2024. During immersives, the school day runs Monday to Friday, 9:00 am–3:00 pm. We have a shortened day because of the intensity of the immersives and because we do not have the lost time that comes with passing periods between classes in the regular schedule. Note: Given the later start to the day, beforeschool care will be provided for middle school students from 7:30–9:00 am at no charge. Please indicate in the immersive sign-up form if you will need daily before-school care. Beforeschool care will not be available for upper school students. Therefore, upper school students who come to campus before 9:00 am will be expected to remain outside until 9:00 am and follow all school rules. Regular rotation classes (ex., humanities, math, etc.) will finish before immersives begin, so students will ONLY take one immersive course at this time. Students are not expected to take immersive courses on the weekends unless a noted excursion is planned.
4
During immersives weeks, the focus will be on the immersive courses. Daily and weekly activities, such as Morning Meeting and advisory, will not occur in order to support flexibility for immersive courses. Immersives teachers will plan for breaks (snacks, lunch, etc.) based on the daily activities that are planned. Each immersive schedule will be unique to that specific course based on fieldwork, activities, and guest speakers.
Are there any special dates to be aware of during immersives? • Wednesday, April 17, 2024: Students will have a half day in their immersives in the morning. This is an opportunity for students and teachers to get to know each other, engage in team-building activities, and for teachers to give immersive specific information to their students. • Friday, May 10, 2024: School will be closed for a mid-immersive break. • Tuesday, May 21, 2024: Celebration of Learning (Day 1 of 2) Families are invited to campus to engage in their student’s celebration of learning. Students spend the day presenting and visiting peers’ celebrations of learning. • Wednesday, May 22, 2024: Celebration of Learning (Day 2 of 2) and last day of school. 1. AM: Families are invited to campus to engage in their student’s celebration of learning. Students spend the morning presenting and visiting peers’ celebrations of learning. 2. Noon-2:00 pm: End-of-year community celebration including yearbooks handed out and signed, lawn games, popsicles, and goodbyes. 3. 2:00 pm: School dismissed for the year!
Will I be able to pick from the entire immersives course catalog? Each immersive is designed to support a specific developmental level. Most immersives cover two to three grade levels, with a handful offered to only one specific grade. As you review the immersive course offerings, please note the specific grade levels each immersive is open to.
How were the immersive courses selected? Immersive courses reflect the passions and interests of staffulty and students.
Will there be options for career exploration/internships? While there is no option that is specific to an internship, immersives are an opportunity to see real-life applications of many of the skills students have learned in their regular rotation courses. Many immersives will include guest speakers who will bring their professional expertise to guide what students learn in an immersive. This will give students an opportunity to ask and connect with people who may be in a field they find of interest. As the immersives program grows, internships may become a possibility for the upper grades.
How many students will be in each immersive? There will be approximately 15-20 students in each immersive course, with two teachers.
How do I sign up for immersives? After carefully reviewing the immersive choices and logistics, students must select their top three choices for immersive courses, and their parents/guardians must be in agreement with their selections. Given this, we ask students and parents to complete the signup process together, as there are specific acknowledgments that both students and parents/guardians must make in the form. Immersive course groupings are based on grade levels — parents/guardians will receive an email with a Google Form. Students will sign
up using this form. Immersive selections on this form must come from a parent or guardian; we cannot accept form responses from student email addresses.
How will immersive decisions get made? What if a lot of students sign up for the same immersive? We are asking students to select three immersives they are interested in taking. While it is unlikely that every student will get their first choice, it is possible for every student to receive one of their three choices. We will assign students to immersives based on the following factors: • Please submit the form by the Friday, February 9 deadline. All on-time forms will be considered equally, and late forms will receive lower selection priority. • A balanced distribution of students in each program. • Student readiness and maturity for specific immersive challenges.
When do I find out about my immersive assignment? Students should expect to receive their immersive assignment by early March.
When will my parents/guardians and I find out the specifics (curriculum, course scope and sequence, travel details, equipment list, etc.) for my immersive? Some of these details (travel, costs, etc.) are included in the immersives course catalog, so students and families can plan accordingly. Once students have been placed in their immersive course, they will learn more about the scope and sequence of their course from their immersive teachers.
5
Are immersives graded or assessed? Yes, immersives are academic classes that contribute to graduation requirements. Immersives are the equivalent of a semesterlong course. Middle school students will be assessed using learning goals. Upper school students will receive academic credit counted towards their graduation requirements upon successful completion, and immersive courses will be noted on transcripts (a significant college admissions distinguisher). Assessment will focus on authentic audiences and showcase learning in the most dynamic and experiential way. For example, depending on the immersive, students may give professional standard presentations or develop multimedia projects. Students will participate in public demonstrations of learning at the conclusion of this year’s program.
What if I miss some, or all, of an immersive day? Given the very compressed and intensive nature of immersives, each immersive day is crucial to learning. We understand that life and illness happen, but being absent from an immersive may mean students missing travel, fieldwork, guest lectures, project time, and, more importantly, time for students to dive deeper into processing what they are learning. Tardies and absences are, therefore, strongly discouraged. Excessive absences (more than three) could result in students failing to meet the state-mandated instructional minutes and/or requirements of the course and could result in students not receiving graduation credit for the immersive. These situations will be managed on a case-by-case basis by the immersive teacher, division head, and academic dean. It is possible that a student may be able to make up missed work or activities or their equivalent (since not all experiences can be replicated) in order to receive credit. Excessive tardies and absences will be addressed by your division head. Students, if missing any part of your immersive is unavoidable, you and your parent/guardian
6
should inform your division head immediately (Ms. O’Hanlon, middle school; Dr. MacDonald, upper school) so we can clarify expectations and coordinate arrangements before immersives begin.
How am I expected to act and behave during an immersive course? Immersive courses are Bosque School classes, and students are expected to act and behave like Bosque School students. Expectations for behavior are outlined in the Student and Family Handbook (to access, please log into your parent/student portal, Resources tab).
What transportation will be provided? Each immersive will have unique transportation based on its specific needs. Some modes of transportation will include Bosque School buses, public transportation, rented vehicles, walking, or bicycles. Once each student receives their immersive assignment, their immersive teacher will share these logistical details with families.
Will there be opportunities to travel out of state? Most immersives will include local travel as New Mexico and the Southwest are rich with learning opportunities! Learning from place is one of the core values of Bosque School, and we are fortunate to have our home as a resource.
Are there additional costs for immersives? The majority of immersives will not incur any additional costs — the overall cost is built into the academic budget of the school. Immersives that include travel and/or gear rentals may have affiliated costs. Those costs are clearly noted in the immersive catalog and the immersive sign-up form. Families will have the ability to apply for financial support to offset these costs at a percentage aligned with their financial aid award. In alignment with our Equity Community and Culture Principles & Best Practices, we are working to ensure that immersives do not create inequitable
opportunities for our students, and we do not want any student to not choose an immersive in which they are interested because of the cost. Please reach out to the immersives team at immersives@bosqueschool.org with any questions about this.
Will second-semester finals and grades be completed before immersives? Yes, second-semester finals and grades will be completed before immersives begin. Grades and comments will be released, alongside immersives grades and comments, after the conclusion of the immersive course block (approximately June 6, 2024).
Will there be end-of-the-year time together/celebrations for the whole school? It is important for the community to have time together to celebrate the year, and many special end-of-year activities occur in April and May. Immersives culminate with two joyful days of celebrations of learning, where students showcase their learning with fellow students, staffulty, and family members. We also recognize that May is an especially important time for the 8th and the 12th grades. Their immersive experiences take into account the traditions and activities that occur at the end of the year for those grades to ensure that they have time to celebrate and prepare for their big transitions ahead! May 22, our last day of school, starts with celebrations of learning and ends with yearbook distribution, popsicles, and early dismissal at 2 pm.
How is the Eighth-Grade Experience different from the other middle school immersives?
their own inquiry questions and use the time in their immersives to explore and research them. Their findings will be presented as part of their celebration of learning.
What is the Senior Experience? We recognize that 12th-grade students are concluding their high school experience and are looking forward to many of the traditions and activities that come with this moment. As such, seniors do not participate in the same immersives experience as the rest of the upper school. The Senior Experience during immersives weeks will include opportunities that build in time for grade-wide adventure, camaraderie, and celebration. These experiences are only open to seniors. Seniors, you do NOT need to sign up for an immersive.
What is the Intercultural Exchange? This year, 10th and 11th-grade students will be able to participate in an intercultural exchange with Prepa UDEM in Monterey, México. This trip will occur during the first weeks of immersives, and students selected for this program will be hosting students from Prepa UDEM in the fall of 2024. The application and selection process began in November 2023, and students and parents/guardians have been notified of their application status.
What should I do if I still have questions about immersives? Please reach out to the immersives team at immersives@bosqueschool.org
Eighth-grade students are about to make an important transition from middle school to upper school. Their immersive experiences honor their growing abilities to make choices, follow their passions, and dive more deeply into topics that interest them. Within their immersive course, 8th graders will develop
7
MIDDLE SCHOOL IMMERSIVE COURSES
8
THE ROCKS TELL STORIES Course Leaders Grades
Jim Daly, Mike St.John, & Heidi Goodman 6–7
Course Description
Unearth the captivating narratives embedded in the geological tapestry of New Mexico in this immersive course, The Rocks Tell Stories. Delve into the Earth’s history as you decipher the secrets written in stone, exploring the unique geological features of the Land of Enchantment. This course not only unveils the geological wonders of our state but also intertwines them with its rich tapestry of human and natural history. You should expect to be in the field most days as we visit a small sampling of the many geologically unique destinations within a day’s drive of the Bosque School campus. From the Great Unconformity and fossil evidence of vast inland oceans to super volcanoes and some of the most recent flows of pahoehoe lava in North America, we will holster our rock hammers and put on our geologist hats to learn the skills needed to “read the rocks;” discerning the age and environments in which these geologic features were formed. Additionally, we will ask the question, how is the geologic history of our state intertwined with its human history? We will observe how these indigenous peoples used lava flows as a canvas for their rock art, and we will be introduced to the art of flint knapping as we produce arrowheads and other stone tools used by the original residents of New Mexico. Finally, we will raft a portion of the Rio Grande to witness some of the most dramatic evidence of the geologic forces that have been and are, still to this day, ripping our state in half.
Assessments/ Learning Outcomes
Learning Goals ∞ Our main learning goal is to construct a deep understanding of how the geology of New Mexico both preserves and shapes the human and natural history of our state. ∞ To understand the scientific concept of uniformitarianism allows us to reconstruct the past based on what we observe in the present. ∞ To understand how the fundamental geologic concepts of plate tectonics, the rock cycle, weathering, erosion, and deposition explain the geologic features of the New Mexico landscape. Assessments ∞ You will keep a journal documenting and reflecting on our experiences, research, and activities. Your journal will be graded on completeness and timeliness. ∞ You will take part in two to three lab and field practicals, giving you the opportunity to demonstrate your understanding and mastery of our learning goals. ∞ You will create a full class final product — a video project. ∞ In small research groups, you and your research partners will produce an interdisciplinary, interactive, and creative educational lesson that embodies the theme of our immersive — the rocks tell stories.
Fieldwork Info
Six days off campus (regular school hours), including a rafting trip on the Rio Grande near Taos (extended hours).
Additional Info
Students must be in good physical condition, allowing them to participate in strenuous hiking, rafting, and, possibly, overnight camping. They must also know how to swim, be prepared to abide by bus rules, and be willing to engage constructively with each activity and with all community partners in a respectful way. Students must also demonstrate a willingness to hear, understand, and appreciate differing points of view.
Cost Per Student
$200
9
FOOD TO MOVE Course Leaders Grades
Kate Sanchez & Sheila Grijalva 6–7
Course Description
Food to Move is designed to develop practical tools for healthier eating. We will be exploring “real foods” vs. “ phuds.” During this immersive, we will learn why it is important to eat healthfully, investigate how food companies influence food choices, and create action plans for changing eating habits. This physically active immersive will explore the role of nutrition in the students’ and their communities’ lives. What is a healthy meal? How does food affect a student’s mood and performance? How can students help bring healthy food to those with less access? As part of this immersive, students will experience a day of poor nutrition and exercise and cognition vs. a day of healthy nutrition and exercise and cognition.
Assessments/ Learning Outcomes
∞ Consistently keeping a learning journal. ∞ Daily engagement with all activities, including preparing meals, snacks, and menus. ∞ Gain an understanding of how nutrition and movement contribute to overall health.
Fieldwork Info
Three to four days during regular school hours.
Additional Info
We will adventure out into our community on bikes. It is expected that each student has a well-maintained bike, preferably with “no flat” tubes. Students should also know how to fix a flat on their bike. This immersive will involve long hikes and bike rides. We will spend several days outside working on learning and service activities, including planting and picking produce, pulling weeds, and splashing in water.
Cost Per Student
10
None
AMAZING RACE NEW MEXICO! Course Leaders Grades
Sam Williams & Victor Pacheco 6–7
Course Description
The Amazing Race arrives in New Mexico! Imagine working in teams to solve physical, mental, creative, and intellectual obstacles to advance to the next level. Join us in learning about our state’s history, culture, food, and art as you engage in workshops, meet local artists, and complete individual and team challenges. The final task will be to design a successful and exciting Amazing Race style challenge.
Assessments/ Learning Outcomes
Formative ∞ Daily engagement/participation (with formal written feedback at the halfway point via Google Classroom), individual challenges, team challenges, Kahoots, written and verbal reflections, race across New Mexico map, exit tickets, peer feedback. Summative ∞ Individual attitude and engagement in the immersive course supports the group’s collaborative experience. ∞ Keep a thoughtful and in-depth journal throughout the immersive course experience. ∞ New Mexico content — support my groups and create an Amazing Race style challenge together.
Fieldwork Info
Four to six days off-campus during regular school hours. No overnights.
Additional Info
We will have activities that require physical participation, including hiking, walking tours, and running to compete! Each day, there will also be time for quiet and reflection. This immersive involves Spanish language inclusion (students should be open to hearing and having minimal interaction in Spanish). You will need to bring a daily sack lunch, water, snacks, collaborative spirit, a camera, or a smartphone with a camera.
Cost Per Student
$100
11
DESIGN LAB Course Leaders Grades
Sky Jenkins & David Minkus 6–7
Course Description
What is design, and how does it shape our world? Our three-week exploration includes a deep dive into color, design principles, and the use of design throughout our lives. Students will create hands-on art, study influential design and artists, practice model making, and investigate the media. In addition, students will learn from community members and through off-campus fieldwork. Finally, students will share their design lab projects in a community showcase.
Assessments/ Learning Outcomes
Students will contribute positively to the community, demonstrate fundamental student responsibilities, retain and utilize application of color theory and media literacy awareness, practice design principles, and familiarize themselves with different design styles and artists. Assessment will be in various forms, including individual art pieces, collaborative tasks, presentations, and group critiques.
Fieldwork Info
Four to five days during regular school hours.
Additional Info
Students will engage in moderate walking and light hikes.
Cost Per Student
12
None
THE ART OF HIKING & CAMPING Course Leaders Grades
Pam Sever & Hayley Pedrick 6–7
Course Description
Make memories while hiking, exploring New Mexico’s beauty, and learning basic camping skills! This outdoor immersive will expose you to diverse terrain and ecosystems, history, and land use. With hands-on instruction, you will become self-reliant and practice outdoor survival skills, plant and animal identification, camp cooking, stewardship, and outfitting. There will be opportunities for introspection and expression through required readings, creative writing, journaling, and sketching.
Assessments/ Learning Outcomes
∞ Hike and trip preparedness ∞ Knowledge and practice of camp craft ∞ Knowledge and practice of special topics, including navigation, cooking and meal planning, geology, and paleontology ∞ Reflect, communicate, and collaborate in writing, orally, individually, and in groups ∞ Demonstrate safe practices, including proper handling of knives and fires, respecting camp safety, hydration, trail communication, and more
Fieldwork Info
Three off-campus day hikes in national forests and state parks, plus two overnight camping and hiking excursions. Each camping trip will be three days/two nights. On-campus days will focus on skillbuilding, topical scholarship, and preparation.
Additional Info
Students must be able to participate in hikes, sleep away from home, and participate in overall strenuous activities. For the two overnight camping trips, students will be required to bring suitable layers, a camping pad, a sleeping bag, and other camping essentials. The camping experiences are subject to cancellation or modification based on conditions and weather.
Cost Per Student
$75
13
LET’S NEW-MEXIGO! Course Leaders Grades
Julia Manganaro & Aaron Morales 8
Course Description
New Mexico has so many fantastic places with rich histories. In this course, we will explore a selection of those locations and their histories, emphasizing locations such as state/national parks and historic cities. We will also document our travels and discoveries through travel blogging, creating videos filled with information and self-discovery. Locations we will travel to include Petroglyph National Park, Bandelier National Monument, Jemez Red Rocks, Santa Fe, The Ojito Wilderness, and Rio Grande State Park. The trip will culminate with an overnight visit to Carlsbad Caverns. We will share our travel blogs with family, friends, and community at our celebration of learning. Get ready to New-MexiGo on the adventure of a lifetime!
Assessments/ Learning Outcomes
Habits of Scholarship ∞ Comes to class and arrives at destinations with necessary materials ∞ Completes work promptly with attention to detail to task or assignment instructions ∞ Contributes to classroom learning on and off campus through positive engagement in activities and appropriate use of technology Documenting travels ∞ Writes specific details of each location visited ∞ Makes observations pertinent to guiding questions Filmmaking ∞ Demonstrates ability to compile and edit clips ∞ Demonstrates ability to provide audio throughout selected clips ∞ Creates a clear narrative through compilation of clips and audio
Fieldwork Info
Several day trips and an overnight trip to Carlsbad.
Additional Info
Students will participate in long hikes. We will assess the physical demands of each trail, but we do not anticipate any being too strenuous.
Cost Per Student
14
$100
3M CUBED: MOSAICS, MOBILES, & MEDITATION Course Leaders Grades
Alaura Nellos & Nick Otero 8
Course Description
Students will explore the arts by creating mosaics and mobiles and through personalized meditation with a deep dive into symbolism, kinetic energy, and artistic expression. Students will create beautiful compositions with tile, grout, and various other mixed media as they draw connections between locally and internationally known artists. In addition, students will go on-site to study, observe, and be inspired by their creations and selfexpression. Seeking balance and harmony through the visual and meditative arts, students will tap into their innermost being to strengthen their understanding of self, others, and the art world. Construction and design will be part of this unique experience, and the creation of mobiles and other student-centered art will be ongoing.
Assessments/ Learning Outcomes
Learning goals: ∞ Methods and techniques specific to mobiles and mosaics and mindfulness ∞ Practice design language to make art and discuss topics ∞ Engage in the local arts community and mindfulness practices ∞ Understand, practice, and discuss art topics and mindfulness practices Assessments will include: ∞ informal observation of student productivity, ∞ final products, ∞ daily use of sketchbook for sketch designs and notes, ∞ participation and activities for mindfulness and engagement in all activities, ∞ final public presentation of final products and demonstration of knowledge.
Fieldwork Info
We will participate in mindful activities and walks in the bosque. We will visit artists and mindfulness experts who will share their knowledge and experience and frame their approach to making art. We will be off-campus three to four days during school hours.
Additional Info
Students will be expected to carry a backpack and supplies and walk and participate in light hiking indoors and outdoors. They should be prepared with layers, a water bottle, and a hat. Students will also study how to use tools safely.
Cost Per Student
None
15
TELL A TALE Course Leaders Grades
Anne Gegg & Jasmine McSparren 8
Course Description
In this immersive, you will learn about the varied modes of storytelling and what it takes to create a story that stands the test of time. Throughout the course, you will see how stories can be lifted off the page and how many groups have created everlasting stories, some of which never used a pen! We will also go on an overnight, off-campus writer’s retreat to work on our craft. At the end of the course, you will create and tell a story using a creative format.
Assessments/ Learning Outcomes
Summative ∞ Students will investigate a topic related to storytelling aligned with the 8thgrade inquiry project. Learning Goals Inquiry project: ∞ Develop an appropriate, well-thought-out inquiry question. ∞ Document progress or research regularly. ∞ Develop an appropriate product that attempts to answer their inquiry question. Habits of scholarship: ∞ Participate in fieldwork and immersive activities with an open mind through positive engagement. ∞ Come to immersive course and fieldwork with necessary materials.
Fieldwork Info
Four to six days off-campus, including an overnight writer’s retreat (2-3 nights, depending on dates) and hiking.
Additional Info
Students will participate in a variety of activities that reflect the modalities of storytelling. Therefore, they need to be open-minded and willing to try new things, such as hiking and dancing.
Cost Per Student
16
$100
17
UPPER SCHOOL IMMERSIVE COURSES 18
FORENSICS: THE WHO DUNNIT, & HOW? Course Leaders Grades
Stacey Cotty & Holly Briggs 9–10
Course Description
(Suspenseful music plays in the background) In every crime scene, something is always left and something is always taken. In this immersive, when that evidence speaks, we listen [dramatic pause). How does physical evidence tell a story that people can’t? What is the role of a forensic scientist in telling this story? In this course, you will learn to deconstruct a crime scene and analyze data collected at the scene. As a budding crime scene analyst, you will learn to see things that an untrained eye might miss. You will look at various types of evidence including, but not limited to, blood spatter, DNA, hair, fingerprints, shoe/ tire prints, toxicology, and entomology of crime scenes. You can expect to experience forensics in a variety of modalities such as analyzing crime scenes, conducting labs, hearing from guest speakers, taking notes, and participating in hands-on field activities.
Assessments/ Learning Outcomes
Throughout the immersive, students will keep an investigative journal to demonstrate their learning. At the conclusion of the class, students will construct and analyze a student-made crime scene (diorama, 3D computer model, or movie). Not only will they need to construct a crime scene, but they will need to be able to generate a complete autopsy report of the victim and a police report of the crime. They will also be demonstrating their knowledge of physical evidence found at the scene by creating a lab report that includes the evidence with analysis. Suspect lists will be created that demonstrate motives and connections to the victim.
Fieldwork Info
Two to three days during school hours.
Additional Info
While course material has been carefully selected to be appropriate for a high school audience, there are some considerations for this immersive. Due to the nature of forensics, some materials that students may view and listen to contain detailed descriptions of crimes and discuss the collection of materials in sexual assault cases. Students may also hear some language, usually considered inappropriate in a normal classroom setting, but which is relevant to the “crimes” we are investigating in the course. We will also discuss topics/crimes related to human anatomy and bodily fluids. This will require mature contributions to class discussions.
Cost Per Student
None
19
MEDICAL RESERVE CORPS: EDUCATION TO SERVE OTHERS Course Leaders Grades Course Description
Amy Dalness, EMT-B & Dan Shaw, EMT-B (with support from CNM dual enrollment faculty) 10 In this hands-on, highly practical learning opportunity, you will master the skills, knowledge, and certifications necessary to obtain a license with the State of New Mexico as an emergency medical first responder. Two-thirds of the class consists of dual enrollment in Central New Mexico Community College medical courses. The remaining third of the time, you will learn additional emergency scene response skills and learn about access and equity within emergency medicine by visiting community health programs that serve a wide range of people. Upon licensing, you will care for sick and injured patients both on the Bosque School campus and in the broader community as part of the Bosque School Medical Reserve Corps/Emergency Response Team (MRC) and its local, state, and national partners. Students will become ready to be fully licensed Emergency Medical First Responders. They will be certified to both practice medicine on the Bosque School Campus and in the wider community and be a part of the State of New Mexico’s Emergency Management System to readily serve our community in times of public health emergencies as well as scheduled large-scale events.
Assessments/ Learning Outcomes
Fieldwork Info
20
As a dual-enrollment course, students will be assessed on their academic performance in the CNM Emergency Medical First Responder course. Assessment will be based on participation in class lectures, hands-on skills practicums, and written tests as administered by the CNM EMS faculty. Two to three days during school hours.
Additional Info
It is extremely preferable for students to be active in MRC starting in September of the school year that they want to become licensed medical first responders. This is a fully hands-on preparation sequence to ready students to license with the State of New Mexico EMS Bureau to be an emergency medical first responder (FR) and to be equipped with all the skills, certifications, and knowledge to render medical care on or off Bosque School’s campus consistent with the Bosque School Medical Reserve Corps/Emergency Response Team (MRC) protocols and within an established incident command structure with medical direction by a New Mexico licensed physician. This requires: ∞ Readiness to follow rules and directives, ability to attend and pass and meet the expectations of college-level classes through CNM including both practical and hands-on testing scenarios, and ultimately be able to render high-quality medical care that is based on Bosque School’s principles of equity, community, and culture and the Bosque School MRC member guidebook and medical protocols. ∞ Ongoing weekly participation in MRC training activities during Monday activity blocks and other times as arranged. October-April. ∞ Classes taught at Bosque School, during the CNM intersession, include some days not on the regular Bosque School immersive calendar, and are longer than the normal immersive school day: April 25 & 26, April 29 -May 3, May 6-10, and some of the following days, May 13-17 and May 20-22 ) daily 8 am to 3 pm. Note: As this is a CNM course, the MRC immersive is the only class that will meet on Friday 5/10 which will be a day off for Bosque School.
Cost Per Student
Licensing costs are currently $256 per student, assuming they pass the national registry test on their first attempt. Each additional test attempt costs $85. Students are permitted three attempts.
21
ROBO-STEM: ROBOTICS, CODING & MORE! Course Leaders Grades
David Amburgey & Spencer Baum 9–10
Course Description
Are you interested in robotics? Do computers and electronics fascinate you? In this immersive, students will build a small, simple robot and program it to move around campus and complete obstacles and challenges. Along the way, students will learn the basics of circuits and circuit design, the science of electricity and electromagnetism, the math that makes computers work, and the fundamentals of mechanics. Later in the immersive, students will apply what they’ve learned to write a simple video game and do a more advanced project.
Assessments/ Learning Outcomes
∞ How well the robot you create achieves its goals ∞ The successful completion of a coding project (video game and/or drone programming) ∞ Assessments on several labs in physics, including labs on motion, electricity, and optics
Fieldwork Info
Two to three days during school hours. Fieldwork will consist of connecting with Albuquerque businesses and people who do coding and electronics work for a living. We will meet with several local scientists and engineers to learn more about what they do.
Additional Info
Students should have a strong desire to learn about STEM — specifically they should want to build a robot and learn to code. Students will be expected to use basic algebra to model motion with basic equations used in beginning physics courses.
Cost Per Student
22
None
QUERENCIA: “CONNECTING SELF TO THE LAND OF ENCHANTMENT” Course Leaders Grades
Jessica Fillmore & Rachel Hanselmann 9–11
Course Description
New Mexico cultural envoy Juan Estevan Arellano writes that querencia “is that which gives us a sense of place, that which anchors us to the land, that which makes us a unique people, for it implies a deeply rooted knowledge of place, and for that reason we respect it as our home,” (La Cuenca y la Querencia, 158). What’s so special about the Land of Enchantment? What are your personal connections to New Mexico? How do these connections influence who you are, what you do, and how you give back? In this immersive, you will have the opportunity to take a deep dive into the story of New Mexico, at the center of which is the dynamic relationship between land and culture. We will focus on the idea of “learning from place,” which will involve traveling to and learning from different historical sites on public lands as a way to engage with the history, culture, and ecology of New Mexico. This will include site visits to and analyses of areas that mark the first major civilizations in the region to the formation of national parks, wilderness areas, and other public land designations.
Assessments/ Learning Outcomes
• Students will be able to describe what makes this state so unique from historical, cultural, and ecological perspectives and how different stakeholders in our state have engaged with these ideas; develop and refine their own “passions” about this state; describe ways in which they are currently making an impact within their communities and ways they hope to make an impact in their futures; develop a guiding inquiry question, engage in individual research connected to that question, and synthesize what they have learned in a final inquiry project. • Assessments will include written and verbal self-reflections with a focus on growth; reading quizzes or other measures of engagement with the literature and research material studied in the course; fieldwork behaviors, which refer to the positive contributions students make to the successful completion of our collective work in the field. • Students will also complete a research-based final inquiry project that includes the development of an appropriate, well-thought-out inquiry question; engagement in and documentation of ongoing research related to this question; the creation of a final product, such as a written paper, website, or formal presentation that synthesizes what they have learned in the course and in their individual research for a greater audience; the presentation of their final products to an authentic audience.
Additional Info
Students will be sleeping in a tent for multiple nights. There will also be some physical aspects to the camping trips, including setting up/breaking down tents and helping with food prep and clean-up for a group. If students need rented gear (except hiking boots), we have community partners who can help.. We will not have access to plumbing for multiple days at a time, so students must be okay going for several days without access to showers or flushing toilets. (We will be at some developed campsites, which have vault toilets.)
Fieldwork Info
Planned fieldwork / off-campus information: Students will be off campus for multiple day trips as well as two longer, multi-night trips involving camping. We will also engage in some light hiking (in the two to four-mile range) as part of our exploration of some of the sites we visit.
Cost Per Student
$150
“La Cuenca y la Querencia: The Watershed and the Sense of Place in the Merced and Acequia Landscape,” Thinking Like a Watershed: Voices from the West, eds. Jack Loeffler and Celestia Loeffler, Albuquerque: University of New Mexico Press, 2012
23
LIFE, CAMERA, ACTION! Course Leaders Grades
Meghan Bode & Doug Lowry 9–11
Course Description
In this immersive course, students will be given the opportunity to study and analyze films of various styles and time periods. Experts in equipment, cinematography, and editing will help students create their own short pieces to be screened at the end of the immersive course. We will also travel to local movie theaters and film sets to help students get a complete understanding of the filmmaking process and the New Mexico film industry.
Assessments/ Learning Outcomes
Students will be assessed on: ∞ film journals and discussions on films we are watching and creating. ∞ participation, behavior, professionalism, and collaboration. ∞ analyzing short films. ∞ creating short films individually and in groups, turned in complete and on time.
Fieldwork Info
Three to four days off campus to various locations, such as Santa Fe and movie theaters. Trips will be during school hours except when we go to Santa Fe, which will be determined by train schedules.
Additional Info
On some days that we will be off campus, students might need to be dropped off/picked up in an alternate location, such as a Rail Runner station. Some professional film equipment will be provided for students to use. However, use of personal equipment (cameras, cell phones, laptops, etc.) will also be encouraged.
Cost Per Student
24
$45
GODS & HEROES: INTENSIVE GREEK LANGUAGE & ART Course Leaders Grades
Chris Alvarez, Emily Kratzer, & Denise Gleason 9–11
Course Description
Do you love Greek myths and want to learn more about their ancient background? Interested in studying Ancient Greek and being able to read Homer’s Odyssey in the original language? Want to explore ancient art and architecture by doing hands-on visual arts and design projects? In this immersive, you’ll be doing all of that. You’ll start by learning the Greek alphabet, and by the end of the first day, you’ll be looking directly at Homeric Greek, from γλαυκῶπις Ἀθήνη (gray-eyed Athena) to ῥοδοδάκτυλος Ἠώς (rosyfingered dawn). While you will find this immersive filled with challenging ideas and hard work, you — like Odysseus — will have experienced an extraordinary journey.
Assessments/ Learning Outcomes
Learning Goals: ∞ Students will be doing daily reading of Greek, studying vocabulary, practicing language structures, and analyzing and creating works of art. ∞ Students will be reading passages of Homeric Greek. ∞ Students will be creating artwork in ancient forms. ∞ Students will be exploring crafts and core technologies of ancient economies. Assessments: ∞ Student’s grade will be based on participation, professionalism of work product, and demonstration of language learning.
Fieldwork Info
Three days off campus during school hours.
Additional Info
There will be no non-scholastic physical requirements; the course we have planned does have strong reading and visual arts emphases. Material covered in class is cumulative and students need to attend class every day.
Cost Per Student
None
25
THE WILD: WILDERNESS STUDIES & MOUNTAIN MEDICINE Course Leaders Grades Course Description
26
TJ Middleton & Amy Dalness 10–11 Do you like the outdoors? Do you want to be able to plan awesome outdoor adventures with your friends? Do you want to feel more confident handling backcountry emergencies? If so, then The Wild is the immersive for you! This course provides you with the ability to understand wilderness, plan for outdoor excursions, and handle basic medical emergencies in the wild. We begin with a wilderness first aid certification that contains both online lessons and practical, hands-on outdoor simulations. We then explore the history, importance, and preservation of wilderness by engaging with texts from historical conservationists and current advocates, including BIPOC narratives. Along the way, we learn about and prepare for excursions into the outdoors, including Leave No Trace Principles and productive teamwork, and we build our outdoor competency by hiking in nearby wilderness areas. Finally, we put all these skills to use on an epic multi-day, multi-night backpacking trip in the mountains of southern Colorado!
Assessments/ Learning Outcomes
Learning goals: ∞ The student will engage with wild places safely and respectfully by successfully completing the wilderness first aid certification, implementing Leave No Trace principles, learning backcountry skills, embracing backcountry risk management, and understanding the importance of careful planning. ∞ The student will coordinate and work well with others to ensure a safe, enjoyable experience for all by contributing to a positive team effort, exhibiting expedition behavior, and carefully considering their impact on the group’s success and enjoyment. ∞ The student will demonstrate a passion for and connection to wilderness through expression, advocacy, leadership, and/or education (an expectation of personalization) by creating a student-driven portfolio that they present to an authentic audience. Assessments will include: ∞ skill checks ∞ completion of the WFA certification ∞ written and verbal self-reflections with a focus on growth ∞ expedition behaviors demonstrated throughout the course ∞ reading quizzes or other measures of engagement with the literature and research material studied in the course ∞ positive contribution to the successful completion of the group’s backpacking trip ∞ the culminating portfolio project
Fieldwork Info
We will engage in several all-day hikes (extending beyond school hours) in the first two weeks of May. May 13–17, we will travel out of town for a backcountry trip.
Additional Info
Students must be able to carry a 30 to 45-pound backpack on a multi-day backcountry trip (hiking up to 8 hours a day), participate in extended hiking excursions, be outside (sun, rain, wind) for days at a time, listen attentively and engage actively with the group for extended periods, and tolerate adversity and uncertainty with flexibility and a growth mindset. Students must be approved by the school nurse and the school counselor to participate in this immersive. Students will need some technical personal items such as approved hiking boots and waterproof rain gear (not water resistant). Instructors will give more information about the gear list once students are selected for the immersive and will work with families to help obtain these items at the least possible cost. Some items, such as the backpack and sleeping bag, will be provided to students who do not have their own. Tents will be provided. Students should please consider spring state finals, other sports commitments, or other obligations that would prevent them from participating in the all-day out-of-town excursions, particularly the multinight backpacking trip. These are essential components of the course.
Cost Per Student
$300, plus family costs for appropriate clothing and gear such as a waterproof jacket, non-cotton thermal layers, hiking boots/ sandals, etc.
27
ART & SOCIAL JUSTICE Course Leaders Grades
Sasha Custer & Erin Zavitz 10–11
Course Description
The arts are an important locus for social justice work. This has been true in times past and is increasingly the case locally, nationally, and globally. This course aims to bring together students who have an interest in investigating and investing in social change through the arts. We will use central New Mexico, specifically Albuquerque, as a case study to explore contemporary social justice topics and how art serves as a medium to communicate these topics with the larger community. By looking at the exhibitions being presented by our local galleries and museums, students will gain a perspective on what topics are being highlighted and addressed as socially important. Students will also research their own social justice topics, create their own artwork individually and collaboratively in response to these topics, and share their work with the wider Bosque School community.
Assessments/ Learning Outcomes
Students will gain an understanding of social movements in the U.S and their local communities. They will also learn about the history of art in the Southwest and U.S. and how art can translate lived experience. Students will be able to: • understand social change in the U.S. • understand how art can translate lived experience. • understand the history of art in the Southwest and U.S. • translate their own ideas into visual arts pieces. This will be assessed through journals, class discussions, art portfolio, students’ engagement with the material and understanding of the content, and a culminating celebration of learning, which will include a group project and public presentation.
Fieldwork Info
Three to four days off campus, no overnights.
Additional Info
Students need to be comfortable with walking/hiking up to three miles and riding the city bus, be interested or excited about art, and be okay with working outside.
Cost Per Student
28
None
COMMUNITY BUILDERS Course Leaders Grades
Amy Moore & Nicolle Maniaci 10–11
Course Description
How is Albuquerque doing? Why should we give back, and how can we? This program gives students in grades 10 and 11 the opportunity to learn how private initiatives can work for the public good. The three weeks will be a mix of service learning activities, visits to non-profits, and community workshops. Our goal is to learn from the organizations we work with and figure out ways we can help serve the great needs of our city. At the end of the three-week program, students will come together as a foundation to decide how we can best support some of the non-profits we studied. We will do this both financially and through volunteer work. Through a generous gift, participants are given $10,000 to allocate among the studied nonprofits. It is because of this generous donation that students will be able to actually experience philanthropy in action!
Assessments/ Learning Outcomes
Learning Goals: Types of nonprofits, legal and ethical issues in the non-profit sector, grant writing, role of umbrella non-profit organizations (e.g., United Way), community leadership, the workings of governing boards, collaboration/collective impact, and advocacy at both the individual and policy levels. Assessments: Service learning participation, journal writing, practice grant writing, participation on a mock governing board, pitch ideas and solicit funds, communicate and collaborate effectively with community partners, and work in subcommittees to plan, prepare, and execute the end of course celebration and luncheon.
Fieldwork Info
There will be a lot of regular trips off campus to meet with community partners. Partners will be announced as we get closer to May. However, we plan to work with a variety of nonprofits throughout Albuquerque.
Additional Info
Community Builders is a program that gives students the opportunity to learn the ins and outs of community philanthropy and non-profit organizations, which will include a mix of site visits and meetings with community leaders. Students will also participate in hands-on service learning activities. Be prepared to travel throughout the city, possibly on public transportation, and be ready to mentally and physically participate in community service. We also will need students to be responsible community drivers and carpoolers.
Cost Per Student
None
29
IMAGINING A BETTER PLANET: DESIGNING A MORE SUSTAINABLE FUTURE Course Leaders Grades
Julia Kingsdale & April Brannon 9–10
Course Description
Do you care about the planet? Are you a creative thinker? This is the course for you! During this immersive, we will learn about sustainable design, which is the practice of making things that do not harm the planet. You will have opportunities to learn and practice principles of design, give used materials new purpose through upcycling, and build your own sustainable creations. You will also learn about the broad conversations surrounding sustainable design and find ways to incorporate sustainable practices into your everyday life. Expect visits to innovative sustainable design sites, interesting conversations, and opportunities to design and build projects using non-traditional materials.
Assessments/ Learning Outcomes
Students will learn the principles of sustainable design, analyze and evaluate different approaches to sustainability, engage in an individual upcycling project, and build a school community project that utilizes sustainable design. Students will be assessed on their ability to analyze and critique principles of sustainable design, application of sustainable design principles to realworld problems, creativity, innovation, and follow-through for design projects, analysis and synthesis of course reading materials, cooperation with teammates during group projects, and participation and engagement during class.
Fieldwork Info
Three to four days off campus during school hours. We will take an overnight trip to Taos to visit the Earthships.
Additional Info
This will be an interactive course that requires physical activity. Students will be building, which may involve lifting heavy materials, working outdoors in potentially hot weather, and using potentially dangerous equipment.
Cost Per Student
30
None
SPORTS MEDICINE & PSYCHOLOGY Course Leaders Grades
Jeaney Garcia & Emilio Ulibarri 9–11 (varsity athletes)
Course Description
Physically and mentally tough individuals are highly competitive, committed, self-motivated, and able to cope effectively and maintain concentration in high-pressure situations. They retain a high degree of self-belief even after setbacks and persist when the going gets tough. This immersive will delve into two areas: 1) sports medicine with a focus on the prevention and treatment of injuries and disorders that are related to participation in sports, and 2) sports psychology centering on understanding the performance, mental processes, and well-being of people in sport settings, taking into account psychological theory and methods. Students will engage in hands-on applications of sports medicine and psychology throughout the course.
Assessments/ Learning Outcomes
Student’s final grade will come from their grades on these five types of assessments: ∞ assignments ∞ participation ∞ student presentations ∞ student demos ∞ final exam/celebration of learning day
Fieldwork Info
Two to three days during school hours
Additional Info
Students should be able to participate in a variety of physical activities on a daily basis, including basic sports (soccer, pickle ball, yoga, etc.). This course is only open to varsity sports students.
Cost Per Student
None
31
INTERCULTURAL EXCHANGE Course Leaders Grades Course Description
32
Rafael Martínez de León, Leslie Lazar, & Tricia Phaneuf 10–11 Do you want to be a courageous traveler and develop your Spanish in another country? Do you enjoy international culture and opening your home to guests? The Intercultural Exchange Immersive Program in Monterrey, Mexico, with Prepa UDEM, offers an exciting opportunity for students to engage in a transformative cultural experience. By traveling and hosting students from another culture, participants will engage in a reciprocal exchange that fosters cultural appreciation, language acquisition, and personal growth. Through a carefully curated curriculum and a range of activities, students will develop a deeper understanding of global perspectives, enhance their communication skills, and cultivate a sense of empathy toward the diversity of cultures. This program aims to provide a platform for students to develop a deeper understanding of Mexican culture, enhance their language skills, and foster long-lasting friendships. Also, students will be immersed in the vibrant city of Monterrey, known for its rich cultural heritage and warm hospitality. They will have the chance to explore historical landmarks, visit local attractions, and participate in various cultural activities. By actively engaging with the local community, students will gain a unique perspective on Mexican traditions, customs, and ways of life. Join us for this unforgettable journey of cultural exploration, language immersion, and friendship-building. Get ready to embark on an adventure that will have a lasting impact on your life.
Assessments/ Learning Outcomes
Learning goals: ∞ Cultural awareness and sensitivity: Develop a deeper understanding and appreciation of Monterrey, Mexico’s cultural nuances, traditions, and customs. Gain sensitivity toward cultural differences and learn to navigate intercultural interactions with respect and empathy. ∞ Communication and language skills: Enhance your verbal and nonverbal communication skills in a cross-cultural context. Improve your ability to effectively adapt your communication style to connect with individuals from diverse backgrounds. ∞ Global citizenship: Foster a sense of global citizenship by recognizing the interconnectedness of our world and the importance of embracing diversity. Commit to promoting inclusivity, understanding, and respect in your personal and professional life. ∞ Personal growth and self-reflection: Engage in self-reflection to identify personal biases, assumptions, and stereotypes. Challenge yourself to step out of your comfort zone, embrace new experiences, and grow. Assessments: ∞ Pre-program cultural awareness sessions: We will schedule four cultural awareness and understanding sessions before the program begins. This will serve as a baseline for measuring your growth throughout the program. ∞ Reflection journals: Throughout the program, you will maintain a reflection journal. This will allow you to record your thoughts, experiences, and insights gained during the intercultural exchange. We will provide prompts and guidelines to assist you in your reflections. ∞ Group reflections: Regular group reflections will facilitate open dialogue and the exchange of ideas and information. These will allow you to share your experiences, challenges, and learnings with your fellow participants, fostering a supportive and collaborative learning environment. ∞ Final presentation during the celebration of learning: Toward the end of the immersive, you must prepare and deliver a final presentation. This presentation should highlight your personal growth, cultural insights gained, and the impact of the intercultural exchange on your perspective.backpacking trip
Fieldwork Info
This immersive requires travel to Mexico from Sunday, April 28 to Sunday, May 12. Students will be expected to participate in outdoor activities less than an hour away from medical attention in summer temperatures.
Additional Info
Students must complete an application form, request one recommendation from a staffulty member, and attend a personal interview with the team leaders if requested. Students must apply for a passport before being considered.
Cost Per Student
$1,500
33
Our mission is to create transformative learning experiences that empower a diverse community of students to lead lives of intellectual curiosity, personal integrity, and compassionate contribution to a more just world.