LGS 218 - Introduction to Immigration Law

• Demonstrate understanding of the history of US immigration, USCIS, and the development of the Department of Homeland Security.
  • Identify the trends in the immigration process such as country specific quotas and be able to explain why such limitations are utilized and whether they are effective.
  • Identify the steps, via the immigration process, that have been taken to control the threats to our national security, including border patrol, and mandatory finger printing.
  • Be able to express orally and in writing the learning objectives through class discussions and written essay questions, including thought questions e.g. Is the USCIS a necessary division of the Department of Homeland Security?
• Demonstrate knowledge of events and/or issues and their impact on immigration. Examples: 9/11, World War I and II, and International Gangs. Evaluate the events and/or issues in light of current world climate.
  • Be able to describe important events/issues of US immigration in relation to world events.
  • Be able to express orally and in writing the learning objectives through class discussions and written essay questions, including thought questions e.g. Discuss the Central American gang issue, youth offenders/survivors and the problem it poses for asylum cases.
  • Identify and graph relevant research pertaining to specific country conditions.
• Develop an understanding of the cultural and social times in the USA e.g. Patriot Act, illegal immigrants/undocumented workers, and healthcare debate.
  • Be able to understand the effect of cultural attitudes such as the anti-immigration movement on immigration policies e.g. The effect of hiring legal permanent residents for specialized fields/employment.
• Evaluate and assess the impact of the cultural and social times in USA and the world, on the immigration and naturalization process.
  • Be able to discuss intelligently contemporary international challenges in the context of policies and events, such as Iraq, Afghanistan, and Darfur.
  • Be able to understand the effect that deportation/removal may have on families within the USA.
  • Be able to express orally and in writing the learning objectives through class discussions and written essay questions, including thought questions e.g. Should a legal permanent resident who has lived in the USA for nearly their entire life be deported/removed for a crime of moral turpitude
• Develop understanding and demonstrate knowledge of the various immigrant and nonimmigrant visas.
  • Be able to identify the proper visa for various clients and discuss the reasoning for such selection.
  • Develop understanding between nonimmigrant visa and immigrant visa and the necessary evidence to support each case/application.
  • Develop understanding for the cultural differences when ascertaining the validity and/or availability of evidence, such as whether an individual may waive the meeting requirement required for issuance of a K1 Fiance Visa, when there is a religious or cultural restriction.
  • Be able to properly complete immigration forms electronically using the USCIS database.
  • Be able to express orally and in writing the learning objectives through class discussions and written essay questions, including thought questions e.g. Should a Revocable Divorce granted by a Moroccan court be considered a divorce Nisi or Final divorce when determining whether an individual is eligible to marry?