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Guidance for Instructors on Collaborating with Refugee-Serving Organizations

How to Plan Assignments

People with refugee backgrounds (also referred to as “New Americans”) contribute to the fabric of our local communities. While many faculty and students are interested in learning more about refugee resettlement, refugee-serving organizations often have limited capacity to handle high volumes of outreach. In response, these organizations collaborated with faculty and the Service-Learning Program to propose the following guidance for developing respectful, educationally grounded assignments related to refugee communities.

The following suggestions fall under these headings:

  1. Design Assignments that Emphasize Mutual Learning and Respectful Engagement
  2. Coordinate with Refugee-Serving Organizations in Advance
  3. Plan assignments with flexibility
  4. Support Student Learning and Cultural Awareness
  5. Check out other resources in the corresponding section of this page

Design Assignments that Emphasize Mutual Learning and Respectful Engagement

Create opportunities for dialogue, reciprocity, and mutual understanding. Move beyond the “interview someone who is different from you” assignment; this can promote an orientation of outsider/insider, in which the other person is a research object. Instead, try one of these ideas:

  • Attend an event where refugees and community members are already sharing stories and getting to know each other.
  • For upcoming events, google “Neighbor Narratives Boise,” or “Refugee Speakers Bureau Boise,” “International Community Dinner Boise,” or contact 208-336-4222.
  • Join a conversation rather than schedule an interview. (Visit the BSU Multilingual Student Alliance Facebook page for ideas)
  • Observe a tutoring session or classroom (contact English Language Center to schedule a tour or observe—see contact information in the Refugee Resettlement Organizations section of this page).
  • Provide opportunities for collaboration. See Sample Service-Learning projects with Boise refugee communities.

Coordinate with Refugee-Serving Organizations in Advance

  • Contact the Service-Learning Program* for help connecting with refugee agencies or faculty experienced in partnering with refugees. See a list of refugee agencies in the Refugee Resettlement Organizations section of this page.
  • Design activities that are educationally meaningful for students and also respectful of the time and capacities of community partners. Ask the refugee liaison what would be useful to them, then design the assignment together.
  • Approach refugee-serving organizations as collaborators in educational experiences, and avoid framing individuals as research subjects. Contacting them well before the course starts is respectful of their time and their contributions.
  • Be patient and persistent with contact; these agencies are under-resourced and are often responding to emergencies.
  • Consider whether an assignment you create will be a burden on refugees or refugee agencies, in terms of time, coordination, or emotional impacts. Restructure or eliminate the assignment if it is.

Include These Considerations When Planning Assignments

  • Articulate the purpose for engaging with refugees and why it’s part of the course.
  • Offer flexibility on assignment deadlines and design, due to common scheduling challenges.
  • Ask students to review Student Resources from the Idaho Office of Refugees before contacting refugee agencies.

Support Student Learning and Cultural Awareness

Support students in developing cultural awareness and recognizing differing norms, values, and communication styles.

Prepare students through readings, videos, and discussions on the issue (see the following resource links). Some ideas:

If you are asking students to talk with refugees, prepare students to ask appropriate, respectful questions that focus on present-day experiences and cultural exchange. Avoid personal or sensitive topics unless they are clearly invited. A good start is, “I would like to learn about your culture. Could you share something about…[something positive, like food and other traditions] or “What would you like me to know about your culture?” Find other good questions at Storycorps.org

  • Assign reflective writing in which students can list their beliefs and assumptions about refugees, then debrief about the differences and similarities, strengths, and assets. Encourage students to critically evaluate their assumptions and reflect on diverse perspectives using credible sources and classroom discussion.
  • See “Steps for promoting empathy” — and share your ideas.

Check Out Other Resources

*The Service-Learning Program offers faculty individual consultations with tips for successful implementations and partnerships, even if your course is not designated as a Service-Learning course.

Refugee Resettlement Organizations

Agency for New Americans  208-338-0033
View the Agency for New Americans website

International Rescue Committee (IRC)
208-344-1792
View the IRC website

English Language Center
208-338-2696
View the English Language Center website

Idaho Office for Refugees
208-336-4222
View th Idaho Office for Refugees website


Last edited by KaraBrascia@boisestate.edu June 2025