But it is work.
First, there was homework, we had to write an assessment environmental scan and come up with an instructional "scenario" we wanted to tinker with. And we had lots of reading assignments. Of all of the readings, the one I think was the most useful for me was this one, "Assessment vs. Research Why We Should Care about the Difference (About Campus, March-April 2002). Many times, I hear the word assessment when what someone is really doing is research. Or to sum it up, "Assessment guides good practice, whereas research guides theory and tests concepts" and "Assessment typically has implications for single institution, whereas research typically has broader implications for higher education." Useful, yes?
Second, we were in sessions together all day/every day. We started at the top of the Student Learning Cycle, with outcomes writing, moved to gathering evidence, student learning criteria, and them moved around the curve to interpreting data or results, and using the results to improve/re-visit the learning outcomes. Also of note here was that there were sessions on program assessment AND class assessment.
Third, you know you've been to an Immersion camp because you come home with the binder. Binder is full of the PPTs, worksheets, and no kidding a collage. I have much to plow through and am happy to share.
The "conference center" where we were camping was sort of what I imagine Hogwarts to be, but with less shenanigans. The Scarritt Bennett Center was formerly a school for young women who were training for missionary work. It was quite inspiring to walk under this arch every day on my way to class with my binder.
Attempt Great Things for God. The other side says, Expect Great Gifts from God. No slacking off when you walk under that a couple of times a day.
Fourth, you know you've been to an Immersion event when the rooms are not quite hotel-comfortable AND you share a bathroom. The price of affordability.
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