Establish an Immersive Experience at Drew

About Immersive Experiences

Immersive Experiences provide students with rich, impactful experiential learning opportunities that move beyond regular classroom instruction. These experiences may be on or off campus, for credit or not, and they may or may not be paid. Essential elements of Immersive Experiences include initial preparation/training, mentoring throughout the experience, and culminating reflection and ePortfolio entries. Students are called upon to take an active role in their transferable skill-development, as well as their personal and professional growth; facilitators for these experiences are called upon to ensure that student learning outcomes are met, that all students receive mentoring, and that students can articulate the value of their overall experience.

Student Learning Outcomes

All Immersive Experiences have three student learning outcomes in common:

  1. Immersive Experiences facilitate students development of at least two transferable skills.
  2. Immersive Experiences guide reflection on how the Experience helped students further their personal goals, professional goals, and ability to contribute in a broader context.
  3. Immersive Experiences prepare students to explain to an external audience how the specific knowledge, skills, or abilities learned  during the Experience are relevant to future endeavors.

Essential Elements

  1. An Immersive Experience is an intentionally chosen activity that includes time outside traditional classroom instruction, wherein the student takes an active role in constructing their own knowledge and understanding. An Immersive Experience fosters personal and professional growth by challenging students to learn through experience, expand their skill set, and identify their ability to contribute in a broader context.
  2. Mentors guide a student throughout the experience and evaluate how effectively the student has met the learning outcomes.
  3. This activity must be in the pre-approved Immersive Experience collection, or a student must seek pre-approval for the Immersive Experience through a CAPC application.
  4. Students participate in training or mentoring sessions prior to and during the experience, as well as a post-experience reflection, career and purpose clarifying building session.
  5. Students document their Immersive Experiences in an eportfolio which
    1. includes a statement of a student’s intentionality to embark on this experience and seek opportunities to develop particular skills as well as personal and professional goals.
    2. includes artifacts from the experience itself
    3. includes reflection addressing the manner in which the Student Learning Outcomes were met,
    4. includes a summary for an external audience on how the specific knowledge, skills or abilities gained during the experience are relevant to future endeavors.

Starting Your Proposal

To propose an Immersive Experience, you’ll need to submit information to the Curriculum and Academic Planning Committee (CAPC) for review and approval. If you’d like a pre-proposal consultation, please contact Juliette Lantz (jlantz@drew.edu) to discuss.

Click here to begin your proposal via this Google Form