Social Work: SL:Working with Refugees (A)

About SWSS 1040 A

Provides students an interdisciplinary, entry-level opportunity to learn about the social construction of refugees, the experiences and circumstances of people who become refugees and the apparatus set up to support them using social work/social justice approach.

Notes

Open to Degree and PACE Students

Section Description

This course provides students with an interdisciplinary, entry-level opportunity to learn about the social construction of “refugees” and the experiences and circumstances of people who, “owing to a well-founded fear of persecution…” become refugees. We will also examine the national and international apparatus set up to support refugees in the context of an exploration of a social work- and social justice-approach to service and human service agencies. Using existing literature, invited speakers, and films students will gain an understanding of how refugee status is constructed and applied throughout the world, learn about the changing geopolitical, global economic, and climate-based forces that give rise to refugee movements, as
well as the forces that are challenging the traditional construction of refugee status within the historical development of the international and national response to refugees. Students will gain a more in-depth understanding of the strength, resilience, and challenges faced by the 1% of refugees worldwide who are
eventually resettled in a third country, as well as those perched precariously in asylum for decades, and those repatriated to their home countries. The new frontier of refugee movements, climate change and environmental degradation, will also be discussed. This course is an active intermingling of the basic introduction to human service agencies, and the knowledge, skills, and values social workers employ in these settings. It provides a broad overview of how social workers, other human service professionals, and their organizations serve refugees. This course also
offers an opportunity for students to learn about community social services providers who work with people of refugee and immigrant status. This course is intended to enable social work students to assess their interest and commitment to working with people in a variety of settings, as well as expose students to the social work approach to working with refugees. SWSS 1040 will support students in learning about and deepening their awareness about their personal values, human rights, social justice, and the strengths perspective as they relate to readings, guest presenters, films, and practices using the lens of the social work profession. The service-learning component of the course is designed as a learning laboratory through which personal values are explored and assessed in the context of the social work approach – a rich mix of values, knowledge, and skills. This course satisfies the D2 and GC2 Catamount Core requirements.

Section Expectation

Working with Refugees is a service-learning course grounded in social work principles of experiential learning, reflective practice, and professional identity formation.
In partnership with the Vermont Asylum Assistance Project (VAAP; http://www.vaapvt.org), a local immigrants’ rights organization, this course will engage students as VAAP Student Clinicians dedicating approximately nine (9) hours per week to service-learning with VAAP, including about 3 hours of classroom instruction per week, as well as about 6 hours of extra-curricular service and community-based engagement per work (completed complementary to your own schedule). VAAP Student Clinicians have the opportunity to contribute meaningfully to VAAP-supervised advocacy projects while developing the skills and reflective practices essential to future professional work in social services, public education, and/or advocacy.
This course emphasizes both micro-level interventions (direct work with individuals and families) and macro-level interventions (systems, policy, and education), alongside mezzo-level fieldwork with community organizations.

VAAP’s approach to teaching this course is rooted in pragmatics, authenticity, and good humor, and emphasizes learning by doing. We aim to build a learning and working environment that is:
• Inclusive and collaborative, honoring diverse perspectives and cultivating mutual respect.
• Transparent and student-centered, making the “why” behind assignments clear and inviting students to shape their own learning journey.
• Reflective and resourceful, encouraging students to connect lived experiences with academic inquiry and professional identity formation.
• Safe and sustainable, providing training on confidentiality, mandated reporting, and trauma-informed practices to ensure student work is bounded, ethical, and well-supported.

Evaluation

Active Participation & Collaborative Learning (20% of final grade).
Active participation and collaborative learning are integral to this course. This includes attendance,
preparation, and the quality of your engagement with class activities, discussions, and group work. You are expected to contribute meaningfully to the classroom environment through respectful listening, inclusive dialogue, and thoughtful questioning.
Preparation is equally important: stay current with readings, group tasks, and individual responsibilities.
Collaboration with peers is a core component, and you are expected to substantively engage with classmates during projects and in-class activities.
Your participation grade will reflect:
• Timely completion of onboarding requirements (learning contract, confidentiality agreement).
• Engagement with weekly “staff meeting” discussions and case rounds.
• Constructive self- and peer-assessments at midterm and end of semester.

Micro-Level Interventions (20% of final grade).
Each student will be paired with a VAAP staff advocate to support supervised case assistance. This direct service work emphasizes micro-level skills in client engagement, advocacy, and ethical practice.

Assessment will focus on:
• Proactive ownership: Taking initiative in tasks and showing accountability.
• Delivery and follow-through: Meeting deadlines and producing quality work.
• Depth and care: Thoughtful attention to detail and client impact.
• Respect for colleagues: Professional communication and reliability.
Supervisors will complete a midterm check-in and a final written evaluation of your contributions.

Mezzo-Level Interventions (20% of final grade).
Students will complete structured fieldwork hours with VAAP or partner organizations (e.g. Migrant
Justice, AALV, USCRI, Spectrum, Family Room, VAA, CVOEO, Connecting Cultures). This mezzo-level
work emphasizes community engagement, organizational practice, and interdisciplinary collaboration.
Assessment will include:
• Short reflective journals linking field experiences to social work pedagogy.
• One fieldwork presentation to the class highlighting insights and lessons learned.
• Demonstrated ability to connect community-level practice to broader course themes.
Macro-Level Interventions (20% of final grade).
Each student will curate and maintain a public-facing library page on VAAP’s website, ensuring accurate, accessible self-help resources for immigrant communities. Students will also produce one reflective blog post tied to their page topic.
Assessment will focus on:
• Clarity, accuracy, and accessibility of resource materials.
• Responsiveness to faculty/TA feedback.
• Contribution to systemic knowledge-sharing benefits both practitioners and clients.

Breadth & Depth of Self-Reflection (20% of final grade).
Self-reflection is central to professional growth. You will:
1. Develop a Learning Contract with three personal learning goals.
2. Complete a Midterm Reflection using the VAAP Student Clinician Evaluation Rubric.
3. Submit a Final Reflection analyzing your development and contributions.
4. Maintain a reflective journal throughout the semester, exploring positionality, privilege,
assumptions, and growth.
Assessment will consider the thoughtfulness, honesty, and consistency of your reflective practice, as well as your ability to connect personal insights to professional development.

Important Dates

Courses may be cancelled due to low enrollment. Show your interest by enrolling.

Resources

• Parking
• PACE Course Pricing
• Textbooks