2025 IMMERSIVES
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 two-and-half-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.
FAQ s & POLICIES
What are immersives, and what makes immersives different from other classes?
Immersives are two-and-a-half-week-long, multi-disciplinary 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 May 5 - May 21, 2025, 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 signup form if you will need daily before-school care. Before-school 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.
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?
1. Wednesday, April 16, 2025: 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.
2. Wednesday, May 21, 2025: Celebration of Learning and last day of school. 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. At 3 pm, students will be dismissed for the summer.
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 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 7 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.
Are immersives graded or assessed?
Yes, immersives are academic classes that contribute to graduation requirements. 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 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 during the first week of June).
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 a joyful day 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 21, our last day of school, starts with celebrations of learning and ends with yearbook distribution, popsicles, and early dismissal at 3 pm.
How
is the
Eighth-Grade Experience
different from the other middle school immersives?
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 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 2025. The application and selection process began in November 2024, 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
MIDDLE SCHOOL IMMERSIVE COURSES
THE ROCKS TELL STORIES
Course Leaders Jim Daly & Mike St.John
Grades 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 unveils the geological wonders of our state and connects them to our 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—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. Additionally, we will ask the question, how is the geologic history of our state intertwined with its human history? We will observe how indigenous peoples used lava flows as a canvas for their rock art and volcanic tuff for their dwellings, 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, in the spirit of being truly adventurous field geologists, we will spend a night camping near the Bandelier cliff dwellings, allowing us more time to explore this historic site, and 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.
∞ You will keep a journal documenting and reflecting on our experiences, research, and activities, 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.
∞ 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.
Assessments
∞ Two to three lab and field practicals designed for students to apply skills and demonstrate content knowledge.
∞ Maintaining a field journal that will be assessed for completeness and engagement with class activities.
∞ Small-group demonstration of learning project.
Fieldwork Info
Additional Info
Five to six days off campus (regular school hours), a rafting trip on the Rio Grande near Taos (extended hours), and an overnight camping trip to Bandelier Monument and Cliff Dwellings.
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.
FOOD TO MOVE
Course Leaders Hayley Pedrick & Heidi Goodmann
Grades 6–7
Course Description
Assessments/ Learning Outcomes
Food to Move helps students develop practical tools for an active lifestyle, healthy eating, and conscious consumption. This immersive experience will involve hiking, biking, volunteering, and cooking healthy meals and snacks. Further, we will study why it is important to eat healthily, investigate how food companies influence food choices, and study food access pathways. Students will consider the questions: How does food affect their mood and performance? How can we support community organizations that address issues around food access?
Students will:
∞ plan and prepare healthy meals and snacks.
∞ safely demonstrate riding their bikes as transportation.
∞ consistently keep a learning journal with in-class written reflections.
∞ demonstrate knowledge of varied topics covered through graded and guided discussions.
∞ design and construct a team-based STEM project (ex, bike blender).
∞ create a final demonstration of learning to share with the community that is hands-on, informative, and engaging.
Fieldwork Info Three to four days during regular school hours.
Additional Info
Students must have a helmet and a well-maintained bike with “no-flat” tubes and know how to ride it. Students should be physically able to hike up to a maximum of four miles in one day. Students will be spending considerable amounts of time outdoors, including working with their hands.
Cost Per Student None
MOUNTAINS & RIVERS: PATHWAYS TO CREATIVE STORYTELLING
Grades 6–7
Course Description Writers take inspiration from the places they visit. In Mountains and Rivers: Creative Pathways to Storytelling, we explore practices and places that energize our writing. Integrating walking, stretching, journaling, and art with day trips twice a week to places such as Taos, Jemez, and Placitas, students will engage in different ways to craft creative stories of people and places. In preparation for their final project, students will have opportunities to experiment with creative methods to bind and illustrate their work.
Assessments/ Learning Outcomes
∞ There will be daily writing and/or drawing assignments in the style of a writing practice.
∞ Students will share, reflect, and give feedback in the form of a writers’ workshop.
∞ Students will revise, refine, and bind two pieces of writing.
∞ Students will share one of these pieces at an authors’ celebration, which will constitute our Celebration of Learning. The audience will be parents and other students.
Fieldwork Info Four planned off-campus trips.
Additional Info We will do standing stretches each day. Students will need to be prepared to walk for a minimum of an hour each day. There will be three longer hikes (three to four miles) and one river trip, which will require sustained activity and attention.
Course Leaders Sean Etigson & Leslie O’Hanlon
DESIGN LAB
Grades 6–7
Course Description
Assessments/ Learning Outcomes
What is design, and how does it shape our world? Our exploration includes a deep dive into color, design principles, and the use of design throughout our lives. Students create hands-on art, study influential design and artists, take on STEAM challenges, and investigate marketing and advertisements. In addition, students will learn from community members and off-campus outings. Finally, students share their design lab projects in a community showcase.
Students will:
∞ contribute positively to the community and demonstrate fundamental student responsibilities.
∞ retain and utilize the application of color theory.
∞ practice design principles and media literacy awareness.
∞ show a familiarity with 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 None
Course Leaders Sky Jenkins & David Minkus
APP CREATORS
Course Leaders Trista Fussner & Justin Kerstetter
Grades 6–7
Course Description Have you ever wondered what it takes to create a million-dollar app like Flappy Bird? In App Creators, we will learn the full process of design and creation of apps through the lens of real-world problems. You will explore computer science by computationally analyzing and developing solutions to authentic problems through mobile app development and will convey the positive impact of the application of computer science to other disciplines and society.
This immersive provides opportunities for self-expression. Teams identify a personal or community problem of interest to them that can be solved with a mobile app solution. The problem can address issues such as health and wellness, the environment, school culture, emergency preparedness, education, or community service — the options are endless!
Outcomes
Assessments/ Learning
Students will:
∞ explain the need for a solution to a problem for a client/target audience and construct a research plan that identifies criteria and constraints.
∞ develop design specifications outlining the steps for the design of a solution and brainstorm a range of workable design ideas.
∞ create the solution (i.e., prototype, model, product), which functions as intended while demonstrating competent technical skills.
∞ draw evidence from literary and/or informational texts to support analysis, reflection, and research.
Fieldwork
Additional Info This is a heavy coding course, so there will be a lot of long days spent sitting at a computer. If you are sensitive to light or eye strain, this could prove difficult for you.
LET’S NEW-MEXIGO!
Course Leaders Julia Manganaro & Aaron Morales
Grades 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
Additional Info
Several day trips and an overnight trip to Carlsbad.
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 $100
STORY OF A THOUSAND STEPS
Course Leaders Sam Williams & Julia Kingsdale
Grades 8
Course Description In this immersive program, students explore the world through dance, culture, and art. Dance is a universal language that connects people across time and societies. It also evolves as the people whose culture it represents move and connect to their new surroundings. It is used for celebrations, mourning, and giving thanks. Students observe and discuss dances from various cultures and learn basic steps of salsa, tango, waltz, West Coast Swing, and East Coast Swing as well as others as determined by student interest. No previous dance experience is needed, but students should be ready to step out of their comfort zones. The program includes trips around Albuquerque to dance studios and cultural centers. Besides dance, students will explore world cultures through their food, art, and history. As part of the program, each student completes an inquiry project, choosing a culture and examining how it is expressed through dance, food, or art.
Assessments/
Learning Outcomes
Students will be assessed on:
∞ their engagement with the community partners and speakers.
∞ activity-based reflections in their journals.
∞ the inquiry project, including daily project monitoring and reflections. Students will research an individual question and create a presentation of that research. This research may be presented during the Celebration of Learning and will be a part of the 8thgrade Inquiry Project Day.
Fieldwork Info Four to six days off-campus during school hours.
Additional Info
• Students should be ready to have an open mind to various cultures that may differ from their own. While this may create discomfort, they need to act with respect and demonstrate tolerance.
• Students need to be ready to be comfortable trying to dance. While they will not be assessed on their ability to dance, they need to be willing to give things a go!
• Students need to be ready to step outside their comfort zone a bit, but most importantly, have fun!
TELL A TALE
Course Leaders Marian Myers & Jasmine McSparren
Grades 8
Course Description In this immersive course, students learn about the varied modes of storytelling and what it takes to create a story that stands the test of time. Throughout the course, students see how stories can be lifted off the page of history and how many groups have created everlasting stories, some of which never used a pen! Learners go on an overnight off-campus writers’ retreat to work on their craft. At the end of the course, after exploring many aspects and forms of the narrative, students choose an expression they want to research, create, and present. These storytelling modalities might include (but aren’t limited to): storytelling through photography, mythology, cookbook creations, family stories, historical fiction, comic books, songwriting, painting with artist statements, storytelling through dance, screenplays, and animation.
Assessments/
Learning Outcomes
Learning Goals:
∞ Note-taking and researching credible sources and/or primary sources.
∞ Creates a story that is clear and well constructed using a variety of storytelling modalities.
∞ Presents the story in a creative, engaging format.
∞ Reflects on activities and materials through consistent journaling.
∞ Contributes to learning through positive engagement in activities and appropriate use of technology.
As a part of the 8th-grade inquiry project:
∞ Students will create and tell a story using an oral, performative, or illustrative format connected to a topic that interests them.
∞ Students will be assessed on well-thought-out and consistent research, which includes note-taking from credible online and primary sources.
∞ Students must embody the spirit of storytelling in their final products, which incorporate aspects of their journey during this immersive course.
Fieldwork Info Four off-campus trips, including an overnight writers’ retreat at Glorietta (two to three nights, depending on dates) and hiking.
Additional Info We will have a variety of activities to reflect the modalities of storytelling; therefore, it’s essential for students to come with an open mind and willingness to try new things, such as hiking and dancing.
Cost Per Student
UPPER SCHOOL IMMERSIVE COURSES
CRIME SCENE INVESTIGATORS: THE WHO DUNNIT, & HOW?
Course Leaders Stacey Cotty & Holly Briggs
Grades 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, we will learn to deconstruct a crime scene and analyze data collected at the scene, refining our perspective of a crime scene in a way that the untrained eye might miss. We will look at various types of evidence including, but not limited to, blood spatter, DNA, hair, fingerprints, and shoe and tire prints. Students can expect to experience forensics in various modalities such as conducting labs and case studies, hearing from and working with guest speakers, notes, research, and mock crime scenes.
Assessments/
Learning Outcomes
Throughout the Immersive, students will be keeping an investigative journal. At the conclusion of the class, students will demonstrate their learning by constructing and analyzing a student-made crime scene (diorama, crime scene 3D computer model, or movie). They will need to construct a crime scene and 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 that is usually considered inappropriate in a normal classroom setting but 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.
MEDICAL RESERVE CORPS:
EDUCATION TO SERVE OTHERS
Course Leaders Amy Dalness, EMT-B; Dan Shaw, EMT-B (with support from CNM dual enrollment faculty)
Grades 10
Course Description In this hands-on, highly practical learning opportunity, you will master the skills, knowledge, and certifications necessary to obtain a medical license from the State of New Mexico as an Emergency Medical First Responder. The class is a dual enrollment course with Central New Mexico Community College First Responder Theory and First Responder Lab courses. You will also learn additional emergency scene response skills and learn about access and equity within emergency medicine with potential site visits to emergency and community healthcare providers. Upon licensing, you will care for sick and injured patients both on the Bosque School campus and in the broader community and will serve our community in times of public health emergencies as well as scheduled large-scale events as part of the Bosque School Emergency Response Team/Medical Reserve Corps (MRC) and its local, state, and national partners.
Assessments/ Learning Outcomes
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.
Fieldwork Info Two to three days during school hours.
Additional Info
Cost Per Student
It is extremely preferable for students to be active in MRC starting in September of the school year during which they want to become licensed medical first responders. This is a fully hands-on sequence to prepare students to be licensed 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: May 1-16 daily, 8 am to 3 pm.
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.
ENGINEERING THE FUTURE
Grades 9–10
Course Description
Assessments/ Learning Outcomes
In this exciting STEM immersive, students will dive into the world of science, math, and engineering through hands-on projects and real-world experiences. From engineering activities to science experiments, students will apply problem-solving and teamwork to complete engaging challenges. Some of these activities will explore the principles of physics and motion, while others will dive into the basics of electricity. Beyond the classroom, students will tour local science and engineering firms and the UNM School of Engineering to see cutting-edge technology in action, gaining valuable insight into future careers. With each activity, they’ll learn how to think like engineers, developing creativity, critical thinking, and technical skills that will prepare them for the future.
∞ Engagement in multiple engineering challenges
∞ Demonstrating critical thinking and creative problem-solving
∞ Hands-on projects in physics, math, computer programming, electricity, and more
Fieldwork Info
Additional Info
Four to five field trips off campus, including the UNM School of Engineering and technology-based companies. We also partner with Albuquerque-area scientists and engineers to do demos, experiments, and projects, such as operating a cutting-edge robot or launching a high-altitude solar balloon.
This course welcomes ALL students! Whether you already enjoy STEM or are just curious, this is a great place to get some experience and maybe find a new interest in an exciting and growing field.
Course Leaders David Amburgey & Spencer Baum
ARTE, CULTURA Y CULINARIA:
CUISINE, CULTURE & ART
Grades 9–11
Course Description Arte, Cultura y Culinaria: Cuisine, Culture & Art is a journey into diversity and exploration of the broader Hispanic/Latinx world locally and globally. Students will hone their culinary talents and compose dishes influenced by Hispanic/Latinx food culture. This will be combined with trips to local hot spots to learn about the Hispanic/ Latinx food culture here in Albuquerque. In addition, students will be able to explore the local art scene and produce works that are representative of various themes that affect Hispanic/Latinx communities in New Mexico and abroad. Performative arts within the Hispanic/Latinx culture, such as dance, will also be a fun part of this immersive. Through a deep dive into these various elements of culture, students will develop a deep understanding of not only the arts but the social components of these Hispanic/Latinx cultures in a local and global context. To further contextualize food culture and performing arts, we will examine environmental issues, migration patterns and causes, political strife, and social movements as they affect the Hispanic/Latinx culture here in New Mexico and around the world.
Assessments/ Learning Outcomes
Learning Goals:
• Students will develop a deeper understanding of the Southwest through research into its cultures and traditions.
• Students will understand methods of art making, such as clay, painting, and drawing.
• Students will demonstrate culinary exploration, research, and critique.
• Students will research and demonstrate their knowledge through a summative slide presentation.
Additional Info
Fieldwork Info
Students need to be able to hike, walk, and work outdoors.
Several off-campus trips during school hours.
Cost Per Student None
Course Leaders Nick Otero & Maria Clara Rekow
LIGHTS, CAMERA, ACTION!
Course Leaders
Meghan Bode & Doug Lowry
Grades 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 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.
∞ analysis of 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 local 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.) is encouraged.
Cost Per Student $45
GODS & HEROES: INTENSIVE GREEK LANGUAGE & ART
Grades 9–11
Course Description
Assessments/
Learning Outcomes
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.
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.
Course Leaders Chris Alvarez & Emily Kratzer
THE WILD: WILDERNESS
STUDIES & MOUNTAIN
MEDICINE
Course Leaders TJ Middleton (Wilderness First Responder) & Jessica Fillmore (Wilderness First Responder)
Grades 10–11
Course Description 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 medical emergencies in the wild. This immersive is fast-paced since we only have a short time to become an amazing, cohesive team of explorers. We begin with day hikes in nearby wilderness areas, and you will complete a wilderness first aid certification that contains both online lessons and practical, hands-on outdoor simulations. Throughout the course, we dive into Leave No Trace principles, teamwork, and other outdoor skills, often learning directly in the field as we go. This immersive is unique for its significant outdoor component. The heart of the course is an 8-day, 7-night camping and backpacking trip in the mountains of New Mexico or southern Colorado. Along the way, we also explore the history, importance, and preservation of wilderness through texts by historical conservationists and current advocates, including BIPOC narratives. Commitment is absolutely critical for this immersive. You must look ahead and truly commit to the trip, which runs from Friday morning, May 9, through Friday evening, May 16, including the intervening Saturday and Sunday.
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 self-expression by creating a portfolio documenting their experiences and learning.
Assessments will include:
∞ 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 eightday expedition.
∞ portfolio of experiences and learning.
Fieldwork Info
Students and families MUST commit to the student being on the camping and backpacking trip from Friday morning, May 9, through Friday evening, May 16, which includes a Saturday and Sunday. Please be sure to triple-check all calendars for events your family is involved with before signing up for this immersive event! (Check family visits and trips, sports schedules, medical appointments, social events, etc.) Due to the length of our expedition, students in this immersive will have no class on Monday, May 19, so they have a three-day weekend to recharge.
Additional Info
Cost Per Student
Students must be able to carry a 30 to 45-pound backpack on a multiday 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.
$300, plus family costs for appropriate clothing and gear such as a waterproof jacket, non-cotton thermal layers, hiking boots/ sandals, etc.
ART & SOCIAL JUSTICE
Course Leaders Sasha Custer & Erin Zavitz
Grades 10–11
Course Description
Assessments/ Learning Outcomes
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 with an interest in investigating and investing in social change work through the arts. We will use central New Mexico, specifically the city of 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 community.
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 a public presentation.
Fieldwork Info
Additional Info
Three to four days off campus, no overnights.
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 None
COMMUNITY BUILDERS
Grades 10–11
Course Description
Assessments/ Learning Outcomes
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 two and a half 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 two-and-a-half-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!
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
Additional 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.
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.
Course Leaders Amy Moore & Nicolle Maniaci
HIP HOP/DJ 101
Grades 10-11
Course Description
Assessments/ Learning Outcomes
Do you love Hip-Hop and its culture? Have you ever wondered what a DJ really does? In this immersive, we will explore the history and culture of Hip-Hop and all of its moving parts by meeting with local artists, watching a film at the Guild Theater, touring local mural art, and, of course, listening to a lot of music. We will also cover the fundamental skills and knowledge for aspiring DJs. Students will spend a lot of time learning hands-on in pairs with their own MIDI controller decks. By the end, every student will record and perform their own back-to-back DJ mix.
Students will be assessed based on both engagement in the subject matter and competency in practical skills.
• Students will have a variety of opportunities to demonstrate engagement, including group discussion, reflective journaling, deep listening, and hands-on music-making.
• Students will understand how Hip-Hop has changed over the years, the difference between Hip-Hop as culture vs a commercial product, and the relationship between Hip-Hop and politics, to name a few.
• Students will arrange their own mixes, independently deciding how to apply the DJ skills they’ve learned to express their unique sound by curating a playlist, beatmatching, and being able to cue and phrase.
• Students will demonstrate competency in the practical skills of DJing by creating, recording, and performing their own DJ mixes.
Fieldwork Info Two to three days during school hours.
Additional Info
Students need to be comfortable walking, interested or excited about Hip-Hop and the art of DJing, and be comfortable working with computer applications (Serato).
Cost Per Student None
Course Leaders Roscoe Floyd & Tassos Bareiss
SPORTS MEDICINE & PSYCHOLOGY
Grades 9–11
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
Additional Info
Two to three days during school hours.
Students should be able to participate in a variety of physical activities on a daily basis, including basic sports (soccer, pickle ball, yoga, etc.).
Course Leaders Jeaney Garcia & Dana Alexander
INTERCULTURAL EXCHANGE
Course Leaders Rafael Martínez de León, Rachel Hanselmann, & Victor Pacheco
Grades 10–11
Course Description 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.
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.
