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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Band Buddies (Fall 2022): 2022-23 (2802) | Arts, Culture and Humanities | Western Hills Elementary, Omaha Public Schools | Music, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 99 | 594 | 0 | 7 | 35 | 1 | Education | Students from Western Hills Elementary School will visit UNO to participate in a variety of music-related experiences. They will observe the UNO Symphonic Wind Ensemble, discuss marching band basics with a UNO student majoring in music education, and be paired up with a member of the UNO marching band to participate in marching band rehearsal. P-16 service learning project MUS 2750.001/3610.001/4160.001 | ||
| Small Group Counseling (Fall 2022): 2022-23 (2803) | Educational Support | Jackson Elementary School, Omaha Public Schools | Counseling, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 15 | 210 | 0 | 25 | 150 | 0 | Mental Health | Students in COUN 8740 facilitate small group counseling in multiple different settings across OPS elementary schools and Millard North Middle School. Students practice their small group counseling skills while creating engaging curriculum for their groups and presenting to small groups in the community. P-16 service learning project COUN 8740.001 | ||
| Together Cookbook (Fall 2022): 2022-23 (2804) | Economic Impact | Together Inc | Service Learning Academy (SLA), Social Work | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 6 | 132 | 0 | 0 | 0 | 1 | Education | Students in SOWK 1500 team up with Together Inc. to create a cookbook that showcases stories and recipes from the community surrounding 24th street in Omaha. Students practice the social work skills they are learning while interviewing Together Inc. clients for stories and recipes, and while spending time in their Nourish pantry and community garden. Traditional service learning project SOWK 1500.002 | ||
| DSA 002 (Fall 2022): 2022-23 (2805) | Educational Support | Down Syndrome Alliance of the Midlands | Service Learning Academy (SLA), Social Work | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 6 | 132 | 0 | 0 | 0 | 0 | Education | Students in SOWK 1500 join the Down Syndrome Alliance of Nebraska to provide their social work skills in a variety of settings including classes for DSA clients such as boxing and improv. Students have the chance to practice their social work skills throughout their interactions with DSA clients as they learn them in class. P-16 service learning project SOWK 1500.002 | ||
| Completely Kids (Fall 2022): 2022-23 (2806) | Educational Support | Completely Kids | Service Learning Academy (SLA), Social Work | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 7 | 154 | 0 | 0 | 0 | 0 | Education | Students in SOWK 1500 join Completely Kids to support their Kelley's Kids reading buddy program as well as supporting additional initiatives at multiple Completely Kids locations within OPS schools. Students have the opportunity to utilize the social work skills they are learning in class to engage with the youth at Completely Kids and help them towards their reading goals. P-16 service learning project SOWK 1500.002 | ||
| Happiness to Share Section 001 (Fall 2022): 2022-23 (2807) | Educational Support | Bellevue Public Schools, Learning Community Center of South Omaha, Schuyler Central High School | Foreign Languages, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 8 | 184 | 0 | 19 | 228 | 0 | Raise Awareness | Students in SPAN 3020 and SPAN 3050 utilize their skills learned in class to work with students at Bellevue East High School and Schuyler Central High School, as well as the Learning Center of South Omaha. They work together to practice Spanish skills, learn about college opportunities, and show the value of collaborating virtually via Padlet. P-16 service learning project SPAN 3020.001 | ||
| Readers to Leaders (Fall 2022): 2022-23 (2808) | Educational Support | Westside Boys and Girls Club | Psychology, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 12 | 192 | 0 | 12 | 168 | 0 | Capacity Building | Students in PSYC 4510 utilize their school psychology skills to work with youth in 3rd-5th grade at the Westside Boys and Girls Club on their Readers to Leaders program. Students have the opportunity to practice their skills, while helping the youth improve their reading and comprehension skills. P-16 service learning project | ||
| Happiness to Share Section 850 (Fall 2022): 2022-23 (2809) | Educational Support | Bellevue Public Schools, Schuyler Community Schools | Foreign Languages, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 24 | 552 | 0 | 19 | 228 | 0 | Education | Students in SPAN 3020 and SPAN 3050 utilize their skills learned in class to work with students at Bellevue East High School and Schuyler Central High School, as well as the Learning Center of South Omaha. They work together to practice Spanish skills, learn about college opportunities, and show the value of collaborating virtually via Padlet. P-16 service learning project | ||
| Global Aging (Fall 2022): 2022-23 (2810) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 10 | 110 | 0 | 0 | 0 | 0 | Aging | This course offers USA students and students in Poland the opportunity to work collaboratively to explore and critique literature describing the experience of aging, public and private resources for older adults, and the work, social, and economic contexts of aging and being old in the USA and in Poland within a global framework. Traditional service learning | |||||
| Waste Not Want Not (Fall 2022): 2022-23 (2813) | Environmental Stewardship | Blackburn Alternative High School, Omaha Public Schools | Environmental Studies, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 11 | 242 | 0 | 3 | 18 | 0 | Climate and Sustainability | Students` awareness of composting and zero waste school lunches will be raised during this course. Students will work in groups with Blackburn students to come up with a proposal to give to OPS and UNO staff to expand composting more thoroughly on campus. P-16 service learning project SUST 1000.001 | ||
| Emergency Management (Fall 2022): 2022-23 (2814) | Economic Impact | Omaha Conservatory of Music | Emergency Management and Disaster Science, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 10 | 200 | 0 | 0 | 0 | 0 | Education | UNO students worked with the Omaha Conservatory of Music (OCM) to find out their needs and then drafted an emergency plan proposition for them. They also engaged in an emergency drill exercise on emergency processes that are relevant to the organization based on the plan proposed. Traditional service learning project EMGT 3040.001 | ||
| Journalism (Fall 2022): 2022-23 (2815) | Educational Support | American Heart Association, Combined Health Agencies Drive, Nebraska Writers Collective, Omaha Girls Rock | Communication, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 25 | 575 | 0 | 0 | 0 | 0 | Literacy | UNO students work with community partners for hands on experience working with real clients in writing. They will make contact, interview, and get immersed in the organizations. Traditional service learning project JMC 3230.001 | ||
| Women Composers (Fall 2022): 2022-23 (2817) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 14 | 392 | 0 | 30 | 60 | 0 | The goal of this project is to research female composers and recognize their contribution to piano repertoire and music in general. Students from UNO and South High School learn and perform their music in recognition of their efforts. P-16 service learning project MUS 115L.001, 215L.001, 315L.001, 415L.001, 815L.001 | ||||||
| Advanced Spanish (Fall 2022): 2022-23 (2820) | Educational Support | Heartland Workers Center | Foreign Languages, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 24 | 552 | 0 | 0 | 0 | 0 | Education | UNO students will gain real-world experience of speaking Spanish while educating the Omaha South community on their right to vote and performing other civic engagements. The aim is to promote civic and election participation in South Omaha and encourage them to vote. Traditional service learning project SPAN 4030.860 | ||
| Media Plan and Tactics Capstone Class Learning For All Part 2 (Fall 2022): 2022-23 (2821) | Educational Support | Learning for ALL | Communication | Community-Based Learning | Capstone | None | Fall | 2022-23 | Fall | 2022-23 | 1 | 0 | 0 | 0 | 0 | 0 | Raise Awareness | A UNO student in the Media Plan and Tactics Capstone Class worked with Learning For All on a rebranding project. | ||
| Learning For All MSW Evaluation of Programs (Fall 2022): 2022-23 (2822) | Educational Support | Learning for ALL | Social Work | Community-Based Learning | Field Study or Practicum | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | Learning For All received evaluation services from graduate social work students through the UNO Grace Abbott School of Social Work MSW Evaluation of Social Programs. | |||
| Media Plan and Tactics Capstone Class Learning For All Part 1 (Fall 2022): 2022-23 (2824) | Educational Support | Learning for ALL | Communication | Community-Based Learning | None | None | Spring | 2022-23 | Spring | 2022-23 | 4 | 0 | 0 | 0 | 0 | 0 | Raise Awareness | LFA worked with a Media Plan and Tactics Capstone Class in spring 2022 that included 4 students. Students worked on media, PR, social media, and fundraising tactics. Students were divided into teams and assigned a local nonprofit client and created a media relations plan and individual tactics. They wrote a media relations plan with specific goals, strategies, objectives, tactics, and deadlines. The plan also included an evaluation component. | ||
| Best Practices for LFA GED Programs (Fall 2022): 2021-22 (2825) | Educational Support | Learning for ALL | Educational Leadership | Engaged Research | Student research | None | Spring | 2021-22 | Fall | 2022-23 | 1 | 0 | 0 | 0 | 0 | 0 | Education | Working with a faculty and doctoral student in Educational Leadership at UNO, LFA discussed and reviewed best practices for its GED program. This led to the student's doctoral dissertation including a deep dive into best practices. LFA serves as a model for her dissertation and the project included final evaluation through document review and interviews, as well as analysis. | ||
| Stephenson-Harrington Internship Learning For All (Fall 2022): 2021-22 (2826) | Educational Support | Learning for ALL | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Spring | 2021-22 | Fall | 2022-23 | 1 | 0 | 0 | 0 | 0 | 0 | Learning For ALL was one of several other community organizations to be selected to participate in the Stephenson-Harrington Internship (SHI). LFA's SHI scholar/intern was trained and coached by LFA staff and assigned to tutor and teach each week with one of our LFA instructors through the end of her internship. He produced a promotional video for LFA and recorded videos of LFA classes and LFA student success stories. | |||
| Judy Monoghan Intern (Fall 2022): 2022-23 (2827) | Health and Wellness | NAMI Nebraska | Barbara Weitz Community Engagement Center (CEC) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Intern is working with UNO and NAMI to develop an understanding of what mental health programs are currently available to students faculty and staff and then to determine which programs from NAMI would align with the UNO offered options. The student works 10 hours per week with the nonprofit through the paid internship. | |||
| NAMI OnCampus ETS Presentation (Fall 2022): 2022-23 (2828) | Health and Wellness | NAMI Nebraska | Nami ON Campus | Knowledge and Resource Sharing | None | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | Mental Health | Helped students gain a better understanding of mental health and begin conversations about mental health. The conversation led to additional support for students experiencing mental health. | ||
| Student Government Mental Health Panel (Fall 2022): 2022-23 (2829) | Knowledge and Resource Sharing | None | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | NAMI shared information about programs available to UNO students. This was part of DeStress Fest event that provided a space for discussion about mental health, self-care, and how to get help. | ||||||
| WhyArts Logo and Branding Redesign (Fall 2022): 2022-23 (2830) | Community-Based Learning | Other | None | Fall | 2022-23 | Fall | 2022-23 | 11 | 0 | 0 | 0 | 0 | 0 | Whyarts worked with the student run firm, MavPR, and its advisor, to do a redesign of their logo and branding. This was a contract for a fee to the UNO student organization. The new logo in and branding was implemented and in use. | ||||||
| WhyArts STEM Curriculum Development (Spring 2022): 2022-23 (2833) | Educational Support | WhyArts | STEM Education | Knowledge and Resource Sharing | None | None | Spring | 2022-23 | Spring | 2022-23 | 10 | 0 | 0 | 0 | 0 | 0 | They advised on some curriculum artwork (lesson plan booklets) that was associated with some afterschool programing, with the project called NE STEM 4U. The curriculum was used in afterschool programming within 7 area middle schools, and about 10 UNO students facilitated the afterschool programming effort. | |||
| NAMI Nebraska UNO Student Life and Wellbeing Staff Board Member (Fall 2022): 2022-23 (2834) | Board Memberships | None | None | Fall | 2022-23 | None | 0 | 0 | 0 | 0 | 0 | 0 | Leadership from UNO Student Life and Wellbeing serves on the NAMI Nebraska Board. | |||||||
| Conservation NE Internship with UNO Student (Fall 2022): 2022-23 (2835) | Environmental Stewardship | Conservation Nebraska | Geography & Geology | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | Fall | 2022-23 | 1 | 128 | 0 | 0 | 0 | 0 | Climate and Sustainability | Hosted and supervised a UNO student for a Fall internship. The student worked on research around soil in the city of Omaha. The student also conducted GIS work for the organization to map various aspects of our projects, events, and outreach. The student provided valuable time, outputs, and research for the organization. The UNO student who participated gained valuable skills for the career he is hoping to pursue post-graduation. | ||
| Young History Detectives Summer Camp (Summer 2022): 2022-23 (2836) | Educational Support | Eastern Nebraska Community Action Partnership | UNO Libraries | Knowledge and Resource Sharing | Mentoring | None | Summer | 2022-23 | Summer | 2022-23 | 0 | 0 | 0 | 10 | 0 | 7 | Youth Programming | The young history detectives learned archival research skills, utilized the computer lab, and were able to access the archives, micro film, city directories to aid in their research for their spatial memory project. | ||
| 60 Minutes of Service February 22, 2023: 2022-23 (2838) | Environmental Stewardship | No More Empty Cups | Volunteer and Civic Engagement Programs | Volunteering | None | None | Spring | 2022-23 | Spring | 2022-23 | 33 | 33 | 0 | 0 | 0 | 0 | Capacity Building | Students made recipe cards for No m=More Empty Pots harvest subscription boxes provided to the community. | ||
| GARY SOTO's Writing Workshop and Poetry Reading (Fall 2022): 2022-23 (2839) | Arts, Culture and Humanities | Humanities Nebraska, Nebraska Writers Collective | Thompson Learning Community | Knowledge and Resource Sharing | None | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | Award-winning author, GARY SOTO, will facilitate a creative writing workshop and poetry reading at the University of Nebraska Omaha! There were two parts of this event including a workshop and a poetry reading. | |||
| Creative Community Conservation (Summer 2023): 2022-23 (2840) | Environmental Stewardship | Conservation Nebraska | UNO Libraries | Knowledge and Resource Sharing | None | None | Fall | 2022-23 | Summer | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | The Creative Community Conservation project aims to display a variety of environmentally focused and environmentally conscious works from a plethora of Nebraska artists. Conservation Nebraska protects our state’s natural legacy by educating the public, supporting communities, and increasing civic engagement. | |||
| Collaborative Interns Legal Aid of Nebraska: 2022-23 (2841) | Social Justice | Legal Aid of Nebraska | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Spring | 2022-23 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| NWC Youth Laureate (Spring 2023): 2022-23 (2842) | Arts, Culture and Humanities | Nebraska Writers Collective | Student Service and Leadership Collaborative (The Collaborative) | Knowledge and Resource Sharing | None | None | Spring | 2022-23 | Spring | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | NWC teamed up with different individuals, including a UNO staff member, to play an active role in their Youth Laureate. | |||
| Writers to Writers (Fall 2022): 2022-23 (2843) | Community-Based Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 20 | 6 | 0 | 0 | 0 | 0 | The series brings notable area writers to campus to read from their work and to lead students in writing exercises. Writers to Writers is made possible through a cultural enrichment grant of $3,000. There were three events throughout the Fall. | ||||||
| MMI-UNO Trailblazers Program (2844) | Health and Wellness | UNMC Munroe Meyer Institute | Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2018-19 | None | None | 0 | 0 | 0 | 0 | 0 | 20 | Develop./Physical Disability | The MMI-UNO Trailblazers Program offers students with mild to moderate intellectual disabilities the opportunity to participate in the same learning environments available to same-age peers in an academic-, vocational- and social inclusion-focused program. This two-year program includes auditing a minimum of two (2) undergraduate courses per semester and completion of a specified number of vocational and other experiences. An individual plan for college participation is developed for each student. | ||
| College and Career Exploration (Fall 2019): 2019-20 (2845) | Arts, Culture and Humanities | UNMC Munroe Meyer Institute | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2019-20 | Spring | 2019-20 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI students work with UNO for college and career exploration. There were 42 MMI participants. | ||
| College and Career Exploration (Fall 2021): 2021-22 (2846) | Arts, Culture and Humanities | UNMC Munroe Meyer Institute | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2021-22 | Spring | 2021-22 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI students work with UNO for college and career exploration. There were 40 MMI participants. | ||
| College and Career Exploration (Fall 2020): 2020-21 (2847) | Arts, Culture and Humanities | UNMC Munroe Meyer Institute | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2020-21 | Spring | 2020-21 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI students work with UNO for college and career exploration. There were 47 MMI participants. | ||
| College and Career Exploration (Fall 2022): 2022-23 (2848) | Arts, Culture and Humanities | UNMC Munroe Meyer Institute | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2022-23 | Spring | 2022-23 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI students work with UNO for college and career exploration. There were 37 MMI participants. | ||
| Advocacy in the Arts Program (Fall 2019): 2019-20 (2849) | Health and Wellness | Millard Public Schools, Papillion LaVista Community Schools, UNMC Munroe Meyer Institute | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2019-20 | Spring | 2019-20 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI and UNO come together every thursday with MMI participants and students in the arts. There were 42 MMI participants. | ||
| Advocacy in the Arts Program (Fall 2020): 2020-21 (2850) | Health and Wellness | Millard Public Schools, Papillion LaVista Community Schools, UNMC Munroe Meyer Institute, Westside School District | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2020-21 | Spring | 2020-21 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI and UNO come together every thursday with MMI participants and students in the arts. There were 47 MMI participants. | ||
| Advocacy in the Arts Program (Fall 2021): 2021-22 (2851) | Health and Wellness | Millard Public Schools, Omaha Public Schools, Papillion LaVista Community Schools, UNMC Munroe Meyer Institute, Westside School District | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2021-22 | Spring | 2021-22 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI and UNO come together every thursday with MMI participants and students in the arts. There were 40 MMI participants. | ||
| Advocacy in the Arts Program (Fall 2022): 2022-23 (2852) | Health and Wellness | Millard Public Schools, Omaha Public Schools, Papillion LaVista Community Schools, UNMC Munroe Meyer Institute, Westside School District | Art and Art History, Student Life and Wellbeing | Knowledge and Resource Sharing | None | None | Fall | 2022-23 | Spring | 2022-23 | 6 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability | MMI and UNO come together every thursday with MMI participants and students in the arts. There were 37 MMI participants. | ||
| UNMC Sculpture Tour (Spring 2022): 2021-22 (2853) | Arts, Culture and Humanities | University of Nebraska Medical Center | Art and Art History | Knowledge and Resource Sharing | Other | ['Guest Lecturer'] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Education | Gave a walking tour of the UNMC Sculpture collection to UNMC administrators, doctors and nurses. The focus was on learning observational skills. | |||
| Public Art at Eppley Airfield:(Spring 2022): 2021-22 (2854) | Arts, Culture and Humanities | Eppley Airfield | Art and Art History | Knowledge and Resource Sharing | Other | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Art | I assisted Elisa Wolcott in the installation of her public art project at Eppley Airport | |||
| Aircraft Professional Training: (Spring 2022): 2021-22 (2855) | Educational Support | Nebraska Department of Natural Resources | Aviation Institute | Knowledge and Resource Sharing | Specialized service contract | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Transportation | Delivered unmanned aircraft professional training to the employees from Nebraska Department of Natural Resources to prepare their FAA Part 107 certificate tests and practical operation of UAS | |||
| Conflict Communication Session: (Spring 2022): 2021-22 (2856) | Educational Support | University of Tehran | Communication | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Education | Guest lecture for faculty development session on conflict communication. | |||
| Workshop for social media development: (Spring 2022): 2021-22 (2857) | Educational Support | City of Ashland, City of Ravenna, Nebraska City | Communication | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Developing social media plans for Ashland, Ravenna and Nebraska City in collaboration with the Rural Futures Institute | ||||
| Eureka-STEM: (Spring 2022): 2021-22 (2858) | Educational Support | Girls Inc. | Mathmatics | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | STEM/STEM Education | Eureka!-STEM is part of a 6-year comprehensive program in conjunction with Girls, INC. to help middle school and high school-aged girls have experiences in STEM and then ideally go into the STEM fields. We host four weeks of STEM related courses on campus for middle school girls who are potentially first generation college students. I teach one or two of the workshops each June. The capstone of one of the courses is when 30 or so elementary girls come onto campus and do some engaging mathematics presented to them by the middle school girls in the Eureka-STEM! workshops that I teach. | |||
| Data Sonfication Workshop: (Spring 2022): 2021-22 (2859) | Educational Support | Omaha Under the Radar | Music | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Music/Dance | I gave a workshop on using data sonification in creative music applications. | |||
| Intercultural Dialogue: Engaging with Empathy and Kindness: (Spring 2022): 2021-22 (2860) | Educational Support | Omaha Community Playhouse | Teacher Education | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Intercultural Dialogue: Engaging with Empathy and Kindness | ||||
| Building Multicultural Libraries: (Spring 2022): 2021-22 (2861) | Educational Support | Omaha Public Library | Teacher Education | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Education | Building Multicultural Libraries | |||
| Microaggressions Workshop: (Spring 2022): 2021-22 (2862) | Educational Support | Farm Credit Services of America | Teacher Education | Knowledge and Resource Sharing | Workshop | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity | Microaggressions Workshop | |||
| Microaggressions Workshop with National Indemnity Company: (Spring 2022): 2021-22 (2863) | Educational Support | National Indemnity Company | Teacher Education | Knowledge and Resource Sharing | Workshop | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Microaggressions Workshop | ||||
| Secret Kindness Agents Workshop: (Spring 2022): 2021-22 (2864) | Educational Support | Omaha Public Schools | Teacher Education | Knowledge and Resource Sharing | Workshop | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Peace | Secret Kindness Agents Workshop | |||
| UNO-Pakistan Excellence and Achievement (TEA) English Language Teacher Exchange: (Spring 2022): 2021-22 (2865) | Educational Support | U.S. Embassy in Islamabad, Vision Building Future | Teacher Education | Knowledge and Resource Sharing | Other | ['guest lecturer'] | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Global Engagement | History of Language Oppression in the United States. https://www.unomaha.edu/international-studies-and-programs/center-for-afghanistan-studies/academics/tea-exchange.php https://www.unomaha.edu/international-studies-and-programs/news/2023/01/pakistan-tea-alumni.php | |||
| Microaggressions 2.0: (Spring 2022): 2021-22 (2866) | Educational Support | Nebraska Children and Families Foundation | Teacher Education | Knowledge and Resource Sharing | Workshop | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity | Microaggressions 2.0 | |||
| Secret Kindness Agents workshop with QLI: 2021-22 (2867) | Educational Support | Quality Living Inc. | Teacher Education | Knowledge and Resource Sharing | Workshop | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity | Secret Kindness Agents workshop | |||
| Kenyan Cuisine: (Spring 2022): 2021-22 (2868) | Educational Support | Burke High, Omaha Public Schools | Teacher Education | Knowledge and Resource Sharing | Workshop | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Education | Workshop on cooking a Kenyan dish with information about Kenyan culture | |||
| Intercultural Dialogue, Social Justice, Kindness, and Empathy: (Spring 2022): 2021-22 (2869) | Educational Support | New Leaders Council: Omaha | Teacher Education | Knowledge and Resource Sharing | Workshop | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity | Intercultural Dialogue: Engaging with Empathy & Kindness: Participants learn the definitions of Intercultural Dialogue, Social Justice, Kindness, and Empathy and how these concepts work together in moving towards an equitable and inclusive community/workplace. | |||
| Circle of Grandmother's Reading: (Spring 2022): 2021-22 (2870) | Health and Wellness | Circle of Grandmothers, Omaha Public Library | Sociology & Anthropology | Knowledge and Resource Sharing | Other | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Guest Storyteller for Circle of Grandmother’s Prime Time Family Reading | ||||
| Structural Equation Remodeling Lecture: (Spring 2022): 2021-22 (2871) | Educational Support | Concordia University, Nebraska | Psychology | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Gave a lecture entitled “A brief introduction to structural equation modeling" | ||||
| ESSS Annual Medical Art Competition: (Spring 2022): 2021-22 (2872) | Arts, Culture and Humanities | University of Edinburgh, Edinburgh Student Surgical Society | Art and Art History | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | I was invited to judge The ESSS Annual Medical Art Competition. | ||||
| Master Naturalist: (Spring 2022): 2021-22 (2873) | Environmental Stewardship | Nebraska Master Naturalist Foundation | Biology | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Certified Master Naturalists are recognized across the state as dedicated natural resource conservation volunteers. | ||||
| Grant Reviewer Majid for NSF: (Spring 2022): 2021-22 (2874) | Educational Support | National Science Foundation | Biomechanics | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Reviewed 15 NSF grant proposals. | ||||
| Reviewer David Kingston for WorkSafeBC: (Spring 2022): 2021-22 (2875) | Educational Support | WorkSafeBC | Biomechanics | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Research Training Awards are designed to foster the development of occupational health and safety research expertise in B.C. I review MSc and PhD research proposal applications on a 4 person committee comprised of two academic and two industry experts. | ||||
| Reviewer Thang Tran for NCACES: 2016-17 (2876) | Knowledge and Resource Sharing | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Review and rate conference proposal submissions in accordance with NCACES guidelines | |||||||
| Financial Education Evaluation:(Spring 2022): 2021-22 (2877) | Educational Support | Financial Beginnings | Economics | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Working in a group to assist financial education evaluation | ||||
| Enrollment of First-Generation Students at UNO: (Spring 2022): 2021-22 (2878) | Educational Support | Douglas County Department of Health & Human Services | Foreign Languages | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Help disseminate information for parents that have an order for dissolution with children or a paternity action involving custody or parenting time with children. Focus on helping First Generation Students enroll at UNO. | ||||
| Development and Coordination of Black Communities in NE: (Spring 2022): 2021-22 (2879) | Educational Support | University of Illinois-Urbana Champaign | Goodrich Scholarship Program | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Develop and help coordinate history of Black Studies and African American communities in Nebraska. | ||||
| Strategic Planning with Douglas County: (Spring 2022): 2021-22 (2880) | Educational Support | Douglas County Juvenile Assessment Center | Social Work | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Strategic planning of a multi-funded county program to deploy a family resource center with preventative services to residents of Douglas County with a goal of reducing youth incarceration. | ||||
| Development of social work board examination: (Spring 2022): 2021-22 (2881) | Educational Support | Association of Social Work Boards | Social Work | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Writing test questions for the high-states social work boards examination. | ||||
| Overseas Director James Clark: (Spring 2022): 2021-22 (2882) | Educational Support | American Institute of Iranian Studies | History | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | I maintain links with institutions, scholars, and officials in Iran, Tajikistan, US, and Europe, and I advise and assist American scholars and graduate students affiliated with AIIrS. | ||||
| Chairperson on Outreach and Development Team: Adrain (Spring 2022): 2021-22 (2883) | Arts, Culture and Humanities | Italian Art Society | Art and Art History | Board Memberships | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Chair of memebership, outreachm and development committee | ||||
| American Society of Public Administration-Public Administration of Transportation Board Member Chenyu: (Spring 2022): 2021-22 (2884) | Educational Support | American Society for Public Administration | Aviation Institute | Board Memberships | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Board Member | ||||
| INSPIRED Committee member Destynie: 2016-17 (2885) | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | A group of current and former Nebraska educators, as well as community leaders who (resulting from research-based outcomes) believe in the importance of diversity of K-12 educators. INSPIRED focuses on 3 Pillars: Pipeline Programming, Incentives and Support, and Legislative & Public Advocacy. | |||||||
| Omaha Citywide STEM Ecosystem Co-Leader Nealy: 2016-17 (2886) | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | This organization includes 34 cities across the United States that have established a citywide STEM ecosystem organization and that are collaborating for national impact. | |||||||
| 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 | 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. | ||||
| Nebraska Board of Mental Health Practice Board Member Susan: 2016-17 (2888) | Board Memberships | None | 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. | |||||||
| 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 | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | NASW IA Board Member for Leadership and Nominations. | ||||
| 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 | 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. | ||||
| The United Nations Association-Nebraska Board member James: 2021-22 (2891) | International Service | United Nations Assocation | International Programs | Board Memberships | None | None | Spring | 2021-22 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Other | 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. | ||
| CHAOSS -- Community Health Analytics Open Source Software Board member Raymond: 2021-22 (2892) | Board Memberships | None | 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. | |||||||
| Nebraska Music Teachers Association Composition Chair Kristin: (Spring 2022): 2021-22 (2893) | Arts, Culture and Humanities | Nebraska Music Education Association | Music | Board Memberships | None | 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. | ||||
| College Music Society Program Chair Kristin: 2021-22 (2894) | Board Memberships | None | 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 School Psychologists Association Committe Chair Brian: 2021-22 (2895) | Board Memberships | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | I am a member of the Nebraska School Psychologists Association. | |||||||
| New Leaders Council member Jodi: (Spring 2022): 2021-22 (2896) | Educational Support | New Leaders Council: Omaha | Public Administration | Board Memberships | None | 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. | ||||
| The Young Nonprofit Professional Network Board member Jodi: (Spring 2022): 2021-22 (2897) | Educational Support | Young Nonprofit Professionals Network | Public Administration | Board Memberships | None | 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. | ||||
| American Society of Criminology Division of Women: 2021-22 (2898) | Board Memberships | None | 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. | |||||||
| National Academy of Public Administration Board of Directors Member John: 2021-22 (2899) | Board Memberships | None | 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. | |||||||
| Nebraska Real Estate Commission (NREC) Education Advisory Committee Member David Beberwyk: 2021-22 (2900) | Board Memberships | None | 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. | |||||||
| Commercial Real Estate Summit Planning Committee Member David Beberwyk: 2021-22 (2901) | Board Memberships | None | 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. | |||||||
| World Speaks Omaha Board Member Melaine Bloom: 2021-22 (2902) | Board Memberships | None | 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. | |||||||
| International Journal for Research on Service-Learning and Community Engagement Board Member Mitzi: 2021-22 (2903) | Board Memberships | None | 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. | |||||||
| Open Source Community Health: 2021-22 (2904) | Engaged Research | None | 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. | |||||||
| 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 | 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. | ||||
| 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 | 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> | ||||
| 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 | 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. | ||||
| Do Degrees Matter?: (Spring 2022): 2021-22 (2908) | Economic Impact | Nebraska Department of Health and Human Services | Social Work | Engaged Research | None | 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> | ||||
| I Will Get a Reward, Too: 2021-22 (2909) | Engaged Research | None | 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> | |||||||
| Bilingual investment models of Dual Language Immersion Program Alumni: (Spring 2022): 2021-22 (2910) | Educational Support | Omaha Public Schools | Teacher Education | Engaged Research | None | 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. |