This report shows the various collaborative projects between UNO and the community. Various filters are provided to gain a better understanding of how different UNO units collaborate with the community.
| Project | Project Focus Areas | Community Partners | Campus Partners | Engagement Type: | Activity Type: | Other Activity Type: | Start Semester: | Start Academic Year: | End Semester: | End Academic Year: | Total UNO Students: | UNO Students Hours: | UNO Faculty/Staff Hours: | Total K-12 Students: | K-12 Student Hours: | Total Number of Other Participants: | Topics: | Other Topics: | Description: | Subtags: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| WhyArts and UNO Transitions Social Competencies (Spring 2023): 2022-23 (3030) | Arts, Culture and Humanities | WhyArts | Transitions Program | Knowledge and Resource Sharing | None | [] | Spring | 2022-23 | Spring | 2022-23 | 7 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity | WhyArts partners with the Transitions Program providing opportunities for autistic young adults to practice and enhance social competencies in structured and unstructured group events on and off the UNO campus. This partnership began in 2015 and is ongoing at the beginning of each semester with WhyArts facilitating a session at the beginning of each semester (1 hour). The partnership supports UNO Transition's participants on the autism spectrum and those UNO students in learning and other meaningful experiences. CEPI does not account for projects prior to 2015 so this project entry begins in 2016 within the system. Each semester there are 3 to 4 graduate students and 4-5 undergraduate students involved. | ||
| Leadership in Early Childhood Education (Spring 2023): 2022-23 (3029) | Educational Support | Education Rights Counsel (ERC) | Teacher Education | Knowledge and Resource Sharing | None | [] | Spring | 2022-23 | Spring | 2022-23 | 13 | 0 | 0 | 0 | 0 | 0 | Capacity Building | This course seeks to prepare candidates with leadership skills in the early childhood field that will empower them to initiate and implement changes in programs serving young children and families. Candidates will explore and apply frameworks of leadership and analyze policy, governance, and power structures that can impact change. Candidates will also learn effective advocacy skills to positively influence policies and practices in program and governance structures. Lastly, candidates will examine approaches for developing new leaders in early childhood education through reflective supervision and mentorship. TED 8880 | ||
| MACCH Internal Performance Plan (Spring 2023): 2022-23 (3028) | Educational Support | Metro Area Continuum of Care for the Homeless | Marketing and Entrepreneurship | Community-Based Learning | Capstone | [] | Spring | 2022-23 | Spring | 2022-23 | 2 | 40 | 0 | 0 | 0 | 2 | 2 UNO students in the College of Business Administration completed their capstone course working with MACCH. The students, along with their faculty advisor, did an internal performance review and plan for the nonprofit. | |||
| ERC Presentation Human Rights in P-12 Education (Spring 2023): 2022-23 (3027) | Arts, Culture and Humanities | Education Rights Counsel (ERC) | Teacher Education | Knowledge and Resource Sharing | None | [] | Spring | 2022-23 | Spring | 2022-23 | 12 | 0 | 0 | 0 | 0 | 0 | Human Rights & Trafficking | The course examines the intersection of human rights and P-12 education and prepares individuals to effectively work with and advocate for children and adolescents in educational settings. Students completing the course will be able to 1) demonstrate an increased understanding of fundamental human rights with a specific emphasis on education rights and the human rights of children and adolescents 2) create learning environments that elevate human rights in educational settings and 3) design developmentally appropriate instruction for children and adolescents on varied human rights topics. One of ERC's legal experts co-taught for one of the course days related to education law for 45 minutes - no cost. The value of ERC expertise of 112 dollars (hourly rate of 150). TED 8280 - INTRODUCTION TO HUMAN RIGHTS IN P-12 EDUCATION | ||
| Fundamentals of Public Speaking (Spring 2023 Section.014): 2022-23 (3026) | Education Rights Counsel (ERC), Intercultural Senior Center, League of Women Voters, World Speaks | Service Learning | None | [] | Spring | 2022-23 | Spring | 2022-23 | 25 | 175 | 0 | 0 | 0 | 0 | Students will be required to give two speeches for this course - an informative speech, and a persuasive speech. In the informative speech, the students will talk about their research on the different areas of improvement within the community. Following this speech, the students will each choose a nonprofit of their choice and give a persuasive speech on how the nonprofit contributes to the area of focus they chose for the informative speech. At the end of the semester, the students will vote for one organization to receive the $1000 grant. MPI Project CMST 1110.014 | |||||
| Linguistic Human Rights in Education: 2022-23 (3025) | Knowledge and Resource Sharing | Other | [] | Spring | 2022-23 | None | 0 | 0 | 0 | 0 | 0 | 0 | invited speaker from ERC and a tour + discussion of the Nobody’s Listening exhibition at UNO gallery in partnership with the Fried Academy about the Yazidi genocide. (the largest Yazidi community in the U.S. lives in Nebraska) | |||||||
| MMI and Omaha Symphony Joint Composition: 2022-23 (3024) | Knowledge and Resource Sharing | None | [] | Spring | 2022-23 | None | 0 | 0 | 0 | 0 | 0 | 0 | We are partnering with the Omaha Symphony on Thursday, April 20th between 12:00 PM and 1:30 PM. We currently have 116 reserved for our usual time/programming. space for a small ensemble playing and students then playing instruments and creating a joint composition. They will bring 4-7 musicians. | |||||||
| Writer's Block Program: 2022-23 (3023) | Educational Support | Nebraska Writers Collective | MaverickPR | Knowledge and Resource Sharing | None | [] | Fall | 2022-23 | None | 5 | 11 | 0 | 0 | 0 | 0 | The Nebraska Writers Collective hired MaverickPR in the fall of 2022 to design a new logo for its Writer's Block program. Our5-member graphic design team meet with the client, conducted research and developed creative briefs that offered the rationale behind the design concepts. The NWC team chose Creative director Tristen Menichetti's design. She made revisions and packaged the logo design. By the numbers, five students worked on the project that took 11 hours total—8 in designing and 3 in consulting with the client. | ||||
| Collaborative Interns: House of Afros, Capes, and Curls 2022-23 (3022) | Educational Support | House of Afros, Capes, and Curls | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | ||
| Collaborative Interns: Project Extra Mile: 2022-23 (3021) | Educational Support | Project Extra Mile | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | |||
| Collaborative Interns: Share Omaha: 2022-23 (3020) | Educational Support | ShareOmaha | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | |||
| Collaborative Interns: James P. Foster Hope Resource Center: 2022-23 (3019) | Educational Support | James P. Foster Hope Resource Center | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | |||
| Collaborative Interns: 100 Black Men of Omaha: 2022-23 (3018) | Educational Support | 100 Black Men of Omaha | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | |||
| Collaborative Interns: Kiwanis Club: 2022-23 (3017) | Educational Support | Kiwanis Club | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | |||
| Collaborative Interns: Coalition Rx: 2022-23 (3015) | Educational Support | Coalition Rx | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | |||
| Collaborative Interns: POC Collaborative: 2022-23 (3014) | Educational Support | POC Collaborative | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | [] | Fall | 2022-23 | None | 2 | 720 | 0 | 0 | 0 | 0 | Starting 2022, all Collaborative Interns are in the same role, with increased pay at 10 hours of service to nonprofits for 36 weeks. The total economic value of all interns funded by grant is $5,400. | ||||
| Traumatic Brain Injury Screening: 2021-22 (3013) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Traumatic Brain Injury Screening: Differences between Youth with and without Juvenile Justice System Involvement in Nebraska. 2015. For the Nebraska Office of Vocational Rehabilitation at the NE Dept. of Educ. With Jeff Chambers | |||||||
| VRP & CBI Recidivism Reduction: 2021-22 (3012) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | NBOP/DPS propose to create a violence-reduction (VRP) aftercare program and CBI groups which maintain an open group structure to effectively reduce the recidivism rate of high-risk parole clients, particularly those who have been identified as likely to reoffend violently as well as those who have failed on community supervision previously. This project will result in the development and implementation of VRP Aftercare and CBI Open Groups; deliverables for this project will include a complete program curriculum and structure documentation for each program, action plan for implementation, and both a midterm and final report assessing the effectiveness of both groups. Funding will be expended on the following program design elements: creation of curriculum and group materials, documents related to group implementation to allow for creation of a standardized model, training of staff (clinicians across Nebraska), and formal evaluation of both groups using propensity-score matching or other appropriate quasi-experimental methodology. Mandatory program components for this project include the creation of each group as well as the evaluation which will produce both formative and summative program assessments. These groups are intended to serve approximately 50 clients through the VRP Aftercare and approximately 150-200 clients in the CBI Open Groups over the duration of the grant period (in the 30-month implementation phase). Baseline recidivism data indicate that 50.0% of parole clients who completed the evidence-based VRP program while in a Nebraska prison facility will return to prison on a parole revocation due to new laws violations or technical violations. With respect to the full parole population, 27.1% have been identified as recidivating; recidivism is defined here as revocation of parole due to new law or technical violations or readmission to a Nebraska prison facility. Currently, NBOP/DPS utilize the Ohio Risk Assessment System (ORAS) to identify risk and needs for clients on community supervision; this tool will be employed to target the highest-risk parole violators for CBI Open Groups. In conjunction with this risk assessment tool, NBOP/DPS will utilize the decision-making guidelines to identify participants who have completed the facility-based VRP program for VRP Aftercare groups. | |||||||
| Evaluation of Douglas County Assessment and Case Management Services: Year 1 Report. 2018: (Spring 2018): 2017-18 (3011) | Economic Impact | Douglas County Department of Corrections, Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2017-18 | None | 0 | 0 | 0 | 0 | 0 | 0 | Evaluation of Douglas County Assessment and Case Management Services: Year 1 Report. 2018. For Douglas County and The Sherwood Foundation. With Benjamin Steiner, Emily Wright, Ebonie Epinger, and Nicky Dalbir | ||||
| Alternatives to Detention Evaluation: Final Report. 2018:(Spring 2018): 2017-18 (3010) | Economic Impact | Douglas County Department of Corrections, Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2017-18 | None | 0 | 0 | 0 | 0 | 0 | 0 | Alternatives to Detention Evaluation: Final Report. 2018. For Douglas County and the Sherwood Foundation. With Madison Schoenbeck, Joseph Mroz, Joseph Allen, and Roni Reiter-Palmon. | ||||
| Defy Ventures Program Theory Report. 2017: (Spring 2017): 2016-17 (3009) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Defy Ventures Program Theory Report. 2017. For the Sherwood Foundation. With Eric Scheller, Joseph Allen, Roni Reiter-Palmon, and Joseph Mroz. | ||||
| Marijuana Enforcement in Nebraska (2013-2015) 2017 Report: (Spring 2017): 2016-17 (3008) | Economic Impact | Nebraska Legislature | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Marijuana Enforcement in Nebraska (2013-2015). 2017. For the Nebraska Legislature. With Joselyn Chenane, Sara Toto, and Emily Wright. | ||||
| Defy Ventures Situtional Analysis Report 2017: (Spring 2017): 2016-17 (3007) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Defy Ventures Situational Analysis Report. 2017. For the Sherwood Foundation. With Eric Scheller, Joseph Allen, Roni Reiter-Palmon, and Joseph Mroz. | ||||
| Evaluation of the Crossover youth Practice Model: (Spring 2017): 2016-17 (3006) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Evaluation of the Crossover Youth Practice Model (Youth Impact!): Results Summary. 2017. For the Sherwood Foundation. With Emily Wright and Joselyn Chenane | ||||
| Alternative to Detention Evaluation: Year One Report. 2017: (Spring 2017): 2016-17 (3005) | Social Justice | Douglas County Department of Corrections, Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Alternatives to Detention Evaluation: Year One Report. 2017. For Douglas County and the Sherwood Foundation. With Madison Schoenbeck, Joseph Mroz, Joseph Allen, and Roni Reiter-Palmon. | ||||
| Project Safe Neighborhoods 2014 Grant Final Evaluation Report. 2016: (Spring 2016): 2016-17 (3004) | Economic Impact | City of Omaha | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Project Safe Neighborhoods 2014 Grant Final Evaluation Report. 2016. For the City of Omaha. | ||||
| Nebraska Justice Assistance Grant Strategic Plan: 2016-2018.: (Spring 2022): 2021-22 (3003) | Economic Impact | Nebraska Crime Commission | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Nebraska Justice Assistance Grant Strategic Plan: 2016-2018. 2016. For the Nebraska Crime Commission. With Anne Hobbs | ||||
| Operation Youth Success: Final Report 2016: (Spring 2016): 2016-17 (3002) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Operation Youth Success: Developmental Evaluation Final Report. 2016. For The Sherwood Foundation. With Jennifer Miller | ||||
| Douglas County Youth Impact: (Spring 2016): 2016-17 (3001) | Economic Impact | Juvenile Assessment Center, Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Douglas County Youth Impact! Views of Challenges from the Professionals Involved. 2016. Brief report submitted to the Douglas County Youth Impact! Working Group. With Emily Wright. Funding Agency: Sherwood Foundation. | ||||
| Marijuana Enforcement in Nebraska (2009-2014) 2016 Report: (Spring 2016): 2016-17 (3000) | Economic Impact | Nebraska Legislature | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Marijuana Enforcement in Nebraska (2009-2014). 2016. For the Nebraska Legislature. With Jared Ellison. | ||||
| Ready & Resilient: VLS Program: (Spring 2021): 2020-21 (2999) | Economic Impact | Douglas County Department of Corrections | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2020-21 | Spring | None | 0 | 0 | 0 | 0 | 0 | 0 | Ready & Resilient: Qualitative Findings from Life Story Interviews with Vocational and Life Skills Program Participants. 2021. For the Nebraska Department of Correctional Services. With Katelynn Towne and Michael Campagna. | |||
| Douglas County Youth Impact Cost/Benefit Analysis: (Spring 2020): 2019-20 (2998) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | Douglas County Youth Impact! Cost/Benefit Analysis: Revised Edition, 2019 Dollars. 2020. For the Sherwood Foundation. | ||||
| Analysis of Douglas County Juvenile Assessment Center, 2012-2019: (Spring 2020): 2019-20 (2997) | Economic Impact | Juvenile Assessment Center | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | Analysis of Douglas County Juvenile Assessment Center, 2012-2019: Successful Completions and Recidivism by Youth Level of Service Scores and Race/Ethnicity. 2020. For the Douglas County Juvenile Assessment Center. | ||||
| Transformation Project: Program Update: (Spring 2019): 2018-19 (2996) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2018-19 | None | 0 | 0 | 0 | 0 | 0 | 0 | Transformation Project: Program Update & Recommendations for the Future. 2019. For The Sherwood Foundation. With Michael Campagna. | ||||
| Assessing the Effectiveness of ShotSpotter in Omaha: 2018-19 (2995) | Knowledge and Resource Sharing | None | [] | Spring | 2018-19 | None | 0 | 0 | 0 | 0 | 0 | 0 | Assessing the Effectiveness of ShotSpotter in Omaha: Addendum to Project Safe Neighborhoods 2016 Final Evaluation Report. 2019. For the Bureau of Justice Assistance. With Justin Nix and Ashley Arnio | |||||||
| Immersion State Blue Courage Training Evaluation. 2019: 2018-19 (2994) | Knowledge and Resource Sharing | None | [] | Spring | 2018-19 | None | 0 | 0 | 0 | 0 | 0 | 0 | Immersion State Blue Courage Training Evaluation. 2019. For the International Association of Directors of Law Enforcement Standards & Training (IADLEST) | |||||||
| Evaluation of the Moral Reconation Therapy (MRT): (Spring 2018)): 2017-18 (2993) | Economic Impact | Douglas County Department of Corrections | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2017-18 | None | 0 | 0 | 0 | 0 | 0 | 0 | Evaluation of the Moral Reconation Therapy (MRT) at the Nebraska Department of Correctional Services. 2018. For the Nebraska Department of Correctional Services. With Emily Wright, Joselyne Chenane, and Sara Toto. | ||||
| Nebraska VLS Initiative: (Spring 2018): 2017-18 (2992) | Economic Impact | Douglas County Department of Corrections | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2017-18 | None | 0 | 0 | 0 | 0 | 0 | 0 | Nebraska Vocational and Life Skills Initiative. Client Perceptions of Program Services and Ability to Reintegrate. 2018. For the Nebraska Department of Correctional Services. With Don Kurtz and Johanna Peterson | ||||
| Defy Ventures Plan Report 2018: (Spring 2018): 2017-18 (2991) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2017-18 | None | 0 | 0 | 0 | 0 | 0 | 0 | Defy Ventures Evaluation Plan Report. 2018. For the Sherwood Foundation. With Eric Scheller, Joseph Allen, Roni Reiter-Palmon, and Joseph Mroz. | ||||
| VLS Evaluation Annual Report 2021: (Spring 2022): 2021-22 (2990) | Social Justice | Douglas County Department of Corrections | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Vocational & Life Skills Evaluation Annual Report. 2021. With Katelynn Towne, Michael Campagna, and Taylor Claxton | ||||
| Linden Review Arts Editor: (Spring 2022): 2021-22 (2982) | Educational Support | Linden Review | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Arts Editor, January 2022 - Present. As Arts Editor for the Journal The Linden Review select and invite artists to submit artworks for inclusion in the journal, The Linden Review. | ||||
| Portraiture in Health Care: (Spring 2022): 2021-22 (2980) | Educational Support | Loyola University | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Portraiture in Health Care. Presented at Ethics Grand Rounds, Loyola School of Medicine, Chicago. (August 16, 2022). | ||||
| Drawing Others Close: (Spring 2022): 2021-22 (2978) | Educational Support | Alzheimer's Association, Nebraska Chapter | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | "MEMORY SERVES; DRAWING OTHERS CLOSE." Presented at CAREGIVER CONFERENCE 2022, ALZHEIMERS ASSOCIATION, RELEVENT CENTER. (November 9, 2022) | ||||
| PORTRAIT OF COVID: (Spring 2022): 2021-22 (2977) | Health and Wellness | American Medical Association | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Painting Commission by the American Medical Association, American Medical Association, Chicago, IL. USA, Gilbert, M., September 2020 - Present. Awarded a major commission to execute 2 large paintings, OPENING OF INSTALLATION OF PORTRAIT PAINTINGS CREATED OF FRONTLINE HEALTHCARE WORKERS responding the pandemic by the AMA. | ||||
| NEBRASKA STORIES: 2021-22 (2976) | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | NET Nebraska. (September 9, 2022). Interviewed by Michele Wolford about my Memory Serves Exhibit. Film will be broadcast next year (2023) as part of the new series of "Nebraska Stories" – to broadcast in may | |||||||
| Ethics Talk: Illuminating the Science of Art: (Spring 2022): 2021-22 (2974) | Educational Support | American Medical Association | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Podcast interview with American Medical Association Ethics Talk to discuss arts-based research: what it is, who it’s for, and why we should pay closer attention to it as a method of clinical inquiry. https://journalofethics.ama-assn.org/podcast/ethics-talk-illuminating-science-art | ||||
| Hooper Nebraska Art Exhibit: 2021-22 (2973) | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 11 other rural schools - Judge: Exhibit of 11 rural high schools Art Exhibit, Logan View School, Hooper, NE, April 13, 2022. . | |||||||
| Journal Editor for AMA: (Spring 2022): 2021-22 (2972) | Educational Support | American Medical Association | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | American Medical Association, Editor, Journal Editor, July 2022. I was invited to edit a special issue of The American Medical Associations Journal of Ethics focusing on the role of Arts Based Research in Medicine and Medical Association. The Issue drew on an international selection of authors and researchers. | ||||
| The Art of Relationship: (Spring 2022): 2021-22 (2971) | Educational Support | Creighton University | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Art of Relationship. Presented at Gold Humanism Honor Award Dinner, Creighton School of Medicine, Omaha. (March 31, 2022). | ||||
| Art and Disability: 2021-22 (2970) | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Invited to speak to Art and Disability class, University of Memphis. March 24th | |||||||
| Aesthetic of Health Workshop: 2021-22 (2969) | Knowledge and Resource Sharing | Workshop | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Delivered workshop and critique to students enrolled in the "Aesthetic of Health" course at University of Texas, Austin. May 2nd | |||||||
| MEMORY SERVES: 2021-22 (2968) | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | MEMORY SERVES;DRAWING OTHERS CLOSE, COLLEGE OF COMMUNICATION AND FINE ARTS, OMAHA, UNO, Gilbert, M., GILBERT, N., August 26, 2022 - September 29, 2022. The exhibit features art of Dr. Mark Gilbert and his late father, Scottish artist Norman Gilbert (1926-2019). Mark’s art includes portraits of patients being treated for dementia and their caregivers, both familial and professional. His work raises questions associated with the uncertainties, confusion and isolation associated with dementia for both patient and caregiver, while simultaneously offering glimpses into the healing aspects of art. Mark’s art and related research have contributed to both medical and art education. Norman’s work featured in the exhibit includes drawings created as he kept vigil with his wife of 65 years, Pat, as she lay dying in hospital of an Alzheimer’s related illness. The drawings turn what was a private experience into something shared. | |||||||
| UNMC Lfie Drawing Workshop: (Spring 2022): 2021-22 (2967) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 8 | 8 participants. Delivered life drawing class to Psychiatry Residents at The university of Nebraska Medical Center. March 29th | ||||
| Psychiatry Wellness Program Workshop Part 2: (Spring 2022): 2021-22 (2966) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 6 | 6 participants. Drawing workshop as part of Dept. of Psychiatry Wellness program. Psychiatry Residents engaged in analysis of artworks and drawing exercises. June. 27th | ||||
| Psychiatry Wellness Program Work: (Spring 2022)shop: 2021-22 (2965) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 6 | 6 participants. 2 drawing workshop as part of Dept. of Psychiatry Wellness program. Psychiatry Residents engaged in analysis of artworks and drawing exercises. June 20th | ||||
| Dementia Workshop: (Spring 2022): 2021-22 (2964) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 10 | 10 participants. Delivered workshop using my own portrait images and Visual Training strategies to consider and observe artworks and the experience of people living with dementia. Aug. 18th | ||||
| Radiotherapy and Patient Care Workshop: 2021-22 (2963) | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 40 | 40 participants. Delivered a workshop to Clarkson College, Radiotherapy and Patient Care class (Trish Weber). Sept 16th | |||||||
| Heartland Therapy School Workshop: 2021-22 (2962) | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 20 | 20 participants. Delivered a workshop to Heartland Therapy School Students (Dr. Stalling). September 26th | |||||||
| MCC Life Drawing Workshop: (Spring 2022): 2021-22 (2961) | Educational Support | Metropolitan Community College (MCC) | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 12 | 12 participants. Delivered a workshop to MCC Life Drawing students (Dr. Pluhacek), Memory Serves exhibit. September 28th | ||||
| Creighton Life Drawing Workshop:(Spring 2022): 2021-22 (2960) | Educational Support | Creighton University | Art and Art History | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 11 | 11 participants. Delivered a workshop to Creighton Life Drawing students (Dr. Pluhacek), Memory Serves exhibit, September 29th | ||||
| Department of Pyschiatry Workshop: 2021-22 (2959) | Knowledge and Resource Sharing | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 12 participants. Delivered workshop using my own portrait images and Visual Training strategies to consider and observe artworks and the experience of people living with dementia. November 10th | |||||||
| Art and Science of Medical Decisions:(Fall 2022): 2022-23 (2958) | Educational Support | Methodist Hospital | Art and Art History | Knowledge and Resource Sharing | None | [] | Fall | 2022-23 | None | 9 | 9 | 0 | 0 | 0 | 0 | Arts and Science of medical decisions, co-taught with a methodist head and neck surgeon, gave students the opportunity to attend clinics and operations. | ||||
| Colorado’s Legalization of Medicinal Marijuana: The Effects on Nebraska’s Law Enforcement and Local Jail System. 2015. For the Nebraska Legislature. With Jared Ellison: (Spring 2022): 2021-22 (2956) | Social Justice | Nebraska Legislature | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Colorado’s Legalization of Medicinal Marijuana: The Effects on Nebraska’s Law Enforcement and Local Jail System. 2015. For the Nebraska Legislature. With Jared Ellison. | ||||
| The Impact of After-School and Family Strengthening Programs on Student Outcomes: (Spring 2022): 2021-22 (2955) | Educational Support | Completely Kids | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Impact of After-School and Family Strengthening Programs on Student Outcomes: The Completely KIDS Liberty Project. 2015 | ||||
| Put it in your Toolbox”: How Vocational Reentry Programs Support Formerly Incarcerated Persons through Desistance: (Spring 2022): 2021-22 (2954) | Economic Impact | Nebraska Crime Commission | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This study utilized life story interviews with 21 formerly incarcerated individuals to examine the role vocational reentry programming played in the desistance process. A thematic analysis revealed that programming assisted individuals who were either open to lifestyle changes or committed to pro-social lifestyle improvements prior to beginning programming. Findings also revealed participants committed to desistance isolated themselves from anti-social peers, found social support through the programs, overcame employment barriers through programming, and held resilient and optimistic attitudes in changing their identities and behavioral trajectories. We conclude with a discussion on how the findings can inform desistance theory and reentry policy. | ||||
| VLS Evaluation 2020-22: (Spring 2022): 2021-22 (2953) | Economic Impact | Nebraska Department of Correctional Services | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | NCJR will provide the following services for the purposes of evaluating the Vocational and Life Skills initiative (VLS):<br>Develop and coordinate evaluation plans and processes<br>Oversee an evaluation of the effectiveness of sub-grant recipient programs<br>Provide training to NDCS and grantees on evidence-based programs, performance measures and outcomes, data collection procedures, and other topics as appropriate<br>Visit program sites at beginning of grant cycle and as needed for data coordination<br>Provide data system administration to track legislatively required information:<br>Number of individuals receiving programming (categorized by inmate, parolee, or felony probationer discharged from supervision within the last 18 months)<br>Number of individuals served by program type<br>Cost per individual for each program, service or training provided<br>Number of individuals successfully completing programming<br>Total funds allocated and total funds spent<br>Identify other data points to track to assist in program evaluation and accountability<br>Collect program data on a schedule approved by NDCS<br>Administer participant and staff surveys as necessary to comply with evaluation plan/s<br>Conduct participant interviews as necessary to comply with evaluation plan/s<br>Track recidivism and employment among participants and assess the potential to compare this data to a control sample of non-participants<br>Provide monthly participants served across programs to NDCS<br>Provide quarterly evaluation update reports to NDCS<br>Produce yearly report of evaluation activities and results from data analysis<br>Other evaluation-related activities as identified | ||||
| Reentry Service Program Evaluation for DCDC: (Spring 2022): 2021-22 (2952) | Social Justice | Douglas County Department of Corrections | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The proposed project is designed to examine the activities of the Reentry Services Program (e.g., what reentry services are provided?) process-related factors as well as whether the reentry activities are related to continued criminal behavior (recidivism and/or misconducts within the jail) outcomes of the program. DCDC will use the findings of the evaluation to 1) aide in sustaining, refining, and enhancing effective reentry practices, and 2) inform system change efforts to strengthen and expand reentry services and therapeutic community concept.<br><br>In order to address the goals of the solicitation, the proposed project will conduct a process and outcome evaluation of the Reentry Services Program at DCDC.<br><br>Regarding the processes of the Reentry Services Program, we will examine:<br>The number and type of reentry services that are provided at each therapeutic community (TC) within DCDC;<br>The perceptions of inmates who received reentry services while at DCDC regarding: a) the reentry services they received, b) their satisfaction with the service(s), and c) their recommendations for improvement;<br>Reentry specialists perspectives on: a) the services most often used by inmates, b) their preferred services, c) the services that are needed but unavailable at DCDC, d) the barriers to providing reentry services, and e) the strengths of the Reentry Services Program.<br><br>Regarding the outcomes of the Reentry Services Program, the proposed project will examine:<br>The needs evidenced in the DCDC jail population (i.e., mental health, substance use, housing instability, etc.) and whether they are predictive of recidivism and jail misconducts we term the needs that are associated with continued criminal behavior as criminogenic needs, and will identify the criminogenic needs that should be prioritized in treatment at DCDC;<br>The reentry service activities that reduce inmate recidivism and jail misconducts;<br>The therapeutic communities that reduce inmate recidivism and jail misconducts. | ||||
| 60 Minutes of Services: (Spring 2022): 2022-23 (2919) | Environmental Stewardship | Conservation Fusion | Volunteer and Civic Engagement Programs | Volunteering | Volunteerism | [] | Spring | 2022-23 | None | 30 | 29 | 0 | 0 | 0 | 10 | Raise Awareness | UNO students are invited to make a difference in their community through 60 Minutes of Service. April's 60 Minutes of Service event celebrates and supports environmental and sustainability focused nonprofit organizations. 40 students attended the event and we had about 10 non UNO students who were part of an OPS Exchange program | |||
| The impact of Covid 19 on seniors’ mental health: 2021-22 (2918) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | South Cowichan Seniors (SCS) is comprised of a group dedicated volunteers committed to improving the lives of seniors in the South Cowichan area. Prior to the COVID-19 pandemic, the SCS program provided the elderly with social support and an opportunity to build meaningful relationships. A healthy luncheon was provided by SCS in the Cobble Hill Hall on the second and fourth Mondays of each month to approximately 200 participants from 20 staff. Subsequent to the pandemic social gatherings were restricted, the SCS group provides meals via a takeout service. COVID-19 has decreased the number of meaningful interactions seniors are able to participate in, reduced social interactions as participants are no longer able to dine together. An understanding of the social networks of seniors, stress throughout the pandemic and social isolation all warrant attention and action. It is therefore important to understand this populations needs, effects of COVID-19 on seniors’ mental health as well as innovative ways to increase social connectedness. A quantitative survey of seniors participating in the luncheon program will be conducted to garner an understanding of the impact of the luncheon program on stress during the pandemic as well as senior’s mental health and wellness throughout the pandemic. | |||||||
| Information Technology Strategies of a Ten Community College Consortium: 2021-22 (2917) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This publication effort will describe the information technology education activities of the Midwest Center for Information Technology. It has been accepted for the handbook of STEM Education. | |||||||
| Organizational Participation in Open Source Communities: (Spring 2022): 2021-22 (2916) | Educational Support | National Science Foundation | Information Systems and Quantitative Analysis | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This NSF-funded research investigates the many facets or organizational participation with open source communities. | ||||
| NIH Youth Enjoy Science: 2021-22 (2915) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | "CONTEMPORARY NATIVE AMERICAN ISSUES I serve as the PI and we are investigating the Urban Indian community level of readiness to address the issue of cancer. This study will employ the Community Readiness Model. " | |||||||
| Technology for Informal STEM Education: (Spring 2022): 2021-22 (2914) | Educational Support | SAC Museum | Teacher Education | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This publication work is describing mobile app efforts at the Strategic Air and Space Museum, and the Henry Doorly Zoo, and working with teams of high school students and teachers in the process. | ||||
| Every Baby's Trans: 2021-22 (2913) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This is a book-length project that I have begun focusing on gender mandates of male/female and masculine/feminine as they relate to fetuses, babies, and young children in the United States. This project will be submitted for publication in the summer of 2021. I have already begun work with an editor at Lexington Books on a book proposal/prospectus. The research for this book will involved ethnographic and interviewed based research with professionals at U.S. gender clinics in the U.S., medical professionals, and parents of trans-identified or gender non-conforming children. | |||||||
| Statistical Assessment of Flight Risk Assessment Tool in General Aviation: (Spring 2022): 2021-22 (2912) | Educational Support | Federal Aviation Administration Safer Skies | Aviation Institute | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Flight Risk Assessment Tools (FRATs) was developed and recommended by the FAA to provide a solution of proactive hazard identification. Operators are expected to decide whether to use the FRAT as published by the FAA or modify it as needed. Currently, most SMS compliant GA operators implemented FRATs of various versions for their own operations. However, the modified FRATs could be inappropriate because the operational features of GA could be very different with different operational purposes. The purpose of this study is to provide an insight into potential approaches to validate the modified FRAT that is used for safety risk assessment in GA operations. | ||||
| Replicating or Franchising a STEM Afterschool Program Model: Core Elements of Programmatic Integrity: (Spring 2022): 2021-22 (2911) | Educational Support | Omaha Public Schools | Teacher Education | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This paper described the NE STEM 4U Program and its expanding franchising into other parts of Nebraska and the United States. | ||||
| Bilingual investment models of Dual Language Immersion Program Alumni: (Spring 2022): 2021-22 (2910) | Educational Support | Omaha Public Schools | Teacher Education | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The article explores bilingual investments of dual-language immersion program alumni through an intersectional narrative analysis. Focusing on the experiences of bilingualism of six alumni, we investigate how they continue to be invested in bilingualism, the factors that shape their self-positionings as bilinguals, and the extent to which race is implicated in their experiences as bilingual speakers of Spanish and English. The analysis revealed that investment is not always agentive and is obligatory, and habitual – less conscious linguistic behavior. While individual efforts sustain bilingual investment, biculturalism requires a collective practice. Bilingual experiences are racialized, and raciolinguistic ideologies at home school, and society at large shape alumni’s bilingual investments. Across all findings, we discuss individual and collective similarities and differences among Hispanic/Latinx and White alumni. The article ends with implications for future research and practical recommendations for designing equitable bilingual programs. | ||||
| I Will Get a Reward, Too: 2021-22 (2909) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Incentivized customer referral programs (e.g., “Refer a friend, reward yourself!”) are prevalent, yet they usually have low referring rates. We propose a psychological barrier: existing customers (referrers) view incentivized referring as an exchange activity, which feels incompatible with their communal relationship with friends (referees). In eight studies (N = 2,111; four preregistered, two in the field), we propose and find that disclosing the referrer-reward in the invitation message—a not yet widely adopted practice—can promote referring by making the<br>referring action seem more compatible with communal norms. Specifically, disclosure conveys the referrer’s honesty and highlights the social, collaborative aspect of the referral opportunity, both of which are desirable in communal interactions. We further identify four theoretically and practically relevant boundary conditions: (1) the referrer-referee relationship (communal or exchange), (2) the framing of the referral opportunity (whether it is already framed as a communal activity or not), (3) the relative reward amount (whether the referrer-reward is higher than, the same as, or lower than the referee-reward), and (4) the stated source of the referrer-reward (the company or the referee’s spending). We conclude by discussing the theoretical and practical implications.<br><br> | |||||||
| Do Degrees Matter?: (Spring 2022): 2021-22 (2908) | Economic Impact | Nebraska Department of Health and Human Services | Social Work | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Without question, there is a serious workforce problem within the general child and adult behavioral health care industry. When adding intellectual disabilities as a co-occurring disorder with mental illness, the qualified workforce inadequacies become even more severe. To complicate matters, the lack of validated or accommodated EBTs. for this population of mentally ill and intellectually challenged persons is virtually non-existent. Consistent with the conceptual strategy of task shifting and training within the context of usual care, this project provided specialized training to a wide variety of both professional and paraprofessional persons within the behavioral health, child welfare, and correctional industries. Results indicated that all participants improved their basic knowledge of this comorbid population, demonstrated a better understanding of EBTs, and exhibited a willingness to employ EBT approaches in their management and treatment strategies.<br> | ||||
| Start where the social worker is: Perceptions of clinical licensure in Nebraska:(Spring 2022): 2021-22 (2907) | Health and Wellness | Omni Inventive Care (Formerly Omni Behavioral Health) | Social Work | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The published research on social workers’ perception of clinical licensure is sparse, with most available research exploring licensure from the perspective of social work faculty, students, or field education supervisors. This exploratory survey research seeks to contribute to the limited information available by evaluating the perceptions of clinical licensure from social workers (N = 519) and comparing social workers’ perceptions to other mental health professionals (OMHP) (N = 624). The results indicate agreement between respondents that licensure is important and that universities value licensing. Most consider that universities should be evaluated based on whether students pass licensing exams and that faculty should be licensed. Many social workers report confusion about licensing and feel ill-prepared to take a licensing exam. There are significant differences between social workers and OMHP in several areas. Additionally, differences are distinct between White and non-White social workers’ perception of universities’ ability to prepare them for licensing exams. | ||||
| Why the Fed can’t stop prices from going up: (Spring 2022): 2021-22 (2906) | Economic Impact | Federal Reserve Bank of Atlanta | Finance, Banking, and Real Estate | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Federal Reserve is about to begin its most challenging inflation-fighting campaign in four decades. And a lot is at stake for consumers, companies and the U.S. economy.<br><br>Most economists predict the Fed will raise interest rates by a quarter point on March 16, 2022, the first of many increases the U.S. central bank is expected to make over the coming months. The aim is to tamp down inflation that has been running at a year-over-year pace of 7.9%, the fastest since February 1982.<br><br>The challenge for the Fed is to do this without sending the economy into recession. Some economists and observers are already raising the specter of stagflation, which means high inflation coupled with a stagnating economy.<br><br>As an expert on financial markets, I believe there’s good news and bad when it comes to the Fed’s upcoming battle against inflation. Let’s start with the bad.<br><br> | ||||
| An examination of five service areas in a child advocacy center: (Spring 2022): 2021-22 (2905) | Social Justice | Project harmony | Criminology and Criminal Justice | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Despite the widespread support for a coordinated response to child maltreatment, little empirical research examines the ongoing successes and barriers faced by Child Advocacy Centers (CACs). The current study examines perspectives on program operations within a large CAC in the Nebraska across 14 focus groups, including both internal CAC staff (<i>N</i>=32) and external agency partners (<i>N</i>=37). Participants were representative of five service areas: advocacy, medical, mental health, forensic interviewing, and multidisciplinary teams. Universal successes and barriers were identified across all service areas. Still, the findings indicate a need to also consider the unique factors affecting each service area. The importance of these findings is discussed for those working in arenas that provide services to youth and families exposed to trauma. | ||||
| Open Source Community Health: 2021-22 (2904) | Engaged Research | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Our project goals are to (1) sustain our work in the CHAOSS project to advance key areas of open source project health (diversity & inclusion; evolution; value; risk), (2) ground these key areas within specific domains (D&I badging; scientific open source; open journalism; safety critical systems and infrastructure; open source project brokerage), and (3) link these efforts through common practices that benefit all. Our expected outcomes include increasing open source project health knowledge to new contexts, sustaining a community focused open source project health, and the creation of reference sets of processes and guidelines to help people make informed decisions regarding open source project health in new contexts. | |||||||
| International Journal for Research on Service-Learning and Community Engagement Board Member Mitzi: 2021-22 (2903) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The International Journal of Research on Service-Learning and Community Engagement (IJRSLCE) is a peer-reviewed online journal dedicated to the publication of high quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education. | |||||||
| World Speaks Omaha Board Member Melaine Bloom: 2021-22 (2902) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Currently serve as the Advisory Board President of this local, non-profit organization run by one of our alumna. This calendar year, I met with the Executive Director three times to advise on curriculum. I also reviewed three grant applications and gave feedback on a competitive contract proposal. | |||||||
| Commercial Real Estate Summit Planning Committee Member David Beberwyk: 2021-22 (2901) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The CRE Summit is a highly anticipated annual conference event for commercial real estate industry. The Planning Committee works throughout the year to ensure the 900+ person event is a success. | |||||||
| Nebraska Real Estate Commission (NREC) Education Advisory Committee Member David Beberwyk: 2021-22 (2900) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Committee provides educators' perspectives to NREC on licensure and associated education issues facing the real estate industry in Nebraska. | |||||||
| National Academy of Public Administration Board of Directors Member John: 2021-22 (2899) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Board Treasurer, 2022-present. Oversight and strategic direction of all activities of the National Academy of Public Administration. Host chair for Omaha regional conference, Nov. 5, 2021. | |||||||
| American Society of Criminology Division of Women: 2021-22 (2898) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | I Co-Chair the Outreach Committee for the largest division of the ASC. Our goal is to be visible to potential members at conferences and share information about the organization. | |||||||
| The Young Nonprofit Professional Network Board member Jodi: (Spring 2022): 2021-22 (2897) | Educational Support | Young Nonprofit Professionals Network | Public Administration | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Young Nonprofit Professionals Network (YNPN) activates emerging leaders by connecting them with resources, people, and ideas. | ||||
| New Leaders Council member Jodi: (Spring 2022): 2021-22 (2896) | Educational Support | New Leaders Council: Omaha | Public Administration | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | New Leaders Council (NLC) is a nonpartisan, nonprofit organization that engages a diverse, collaborative national network of progressive political entrepreneurs. | ||||
| Nebraska School Psychologists Association Committe Chair Brian: 2021-22 (2895) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | I am a member of the Nebraska School Psychologists Association. | |||||||
| College Music Society Program Chair Kristin: 2021-22 (2894) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The College Music Society promotes music teaching and learning, musical creativity and expression, research and dialogue, and diversity and interdisciplinary interaction. A consortium of college, conservatory, university, and independent musicians and scholars interested in all disciplines of music, the Society provides leadership and serves as an agent of change by addressing concerns facing music in higher education. | |||||||
| Nebraska Music Teachers Association Composition Chair Kristin: (Spring 2022): 2021-22 (2893) | Arts, Culture and Humanities | Nebraska Music Education Association | Music | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Nebraska Music Teachers Association is an organization of nearly 300 musicians dedicated to a practical role of artistic service in today’s society. NMTA provides cultural leadership through a wide variety of activities for its members and their students. It promotes high professional standards in music and fulfills its responsibility to artistic and educational leadership in the state.<br><br>NMTA was founded in 1916. NMTA is affiliated with Music Teachers National Association (MTNA), which has a membership of over 24,000 musicians nationwide. NMTA subscribes to the aims and goals of the parent organization, which provides its members access to a wide range of benefits and services. | ||||
| CHAOSS -- Community Health Analytics Open Source Software Board member Raymond: 2021-22 (2892) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | CHAOSS is an open source community aimed at advancing metrics and software for determining open source project health and sustainability. | |||||||
| The United Nations Association-Nebraska Board member James: 2021-22 (2891) | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The United Nations Association of the USA (UNA-USA) is a movement of Americans who believe that our interests and values can best be advanced by standing with the planet’s only truly universal institution: The United Nations. | |||||||
| The American Institute of Iranian Studies Overseas Director James: (Spring 2022): 2021-22 (2890) | Educational Support | American Institute of Iranian Studies | History | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The American Institute of Iranian Studies (AIIrS) is a non-profit consortium of American universities and museums created to promote academic and cultural exchange between the US and Iran. The<b> </b>specific objectives of AIIrS are to represent American institutions of higher education and research in the field of Iranian Studies, and to expose new generations of students and scholars to Iran and the wider Persianate world. Its purview comprises the historical Iranian world of Central Asia, the Middle East and South Asia as well as the modern political state of Iran. In the belief that person-to-person connections are essential for fostering mutual understanding, AIIrS serves as the main conduit for academic and cultural exchange between the U.S. and Iran. It is the only organization in the country dedicated to funding research in Iranian Studies. The Institute's fellowships and programs aim to create and maintain expertise on an important geographical region and interest in bi-national cooperation. Opportunities for direct contact invigorate the academic resource base and increase the depth of knowledge in the field. The Institute is managed by a Board of Trustees composed of representatives of member institutions. Additional Trustees-at-large and Advisory Committee members are elected to the Board from among distinguished scholars in the field, irrespective of institutional affiliation. | ||||
| National Association of Social Workers: Iowa Board Member Ciara (Spring 2022): 2021-22 (2889) | Educational Support | Association of Social Work Boards | Social Work | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | NASW IA Board Member for Leadership and Nominations. | ||||
| Nebraska Board of Mental Health Practice Board Member Susan: 2016-17 (2888) | Board Memberships | None | [] | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | State of Nebraska appointed board which advises on issues of public protection and mental health practice regulation. | |||||||
| Autism Society of Nebraska Councilmember Mitzi: (Spring 2022): 2021-22 (2887) | Educational Support | Autism Society of NE | Special Education and Communication Disorders | Board Memberships | None | [] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The mission of the Nebraska Chapter of the Autism Society of America is to support and advocate for individuals with autism spectrum disorders and their families. |