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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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 | 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. | ||||
| 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 | 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. | ||||
| Every Baby's Trans: 2021-22 (2913) | Engaged Research | None | 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. | |||||||
| Technology for Informal STEM Education: (Spring 2022): 2021-22 (2914) | Educational Support | SAC Museum | Teacher Education | Engaged Research | None | 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. | ||||
| NIH Youth Enjoy Science: 2021-22 (2915) | Engaged Research | None | 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. " | |||||||
| Organizational Participation in Open Source Communities: (Spring 2022): 2021-22 (2916) | Educational Support | National Science Foundation | Information Systems and Quantitative Analysis | Engaged Research | None | 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. | ||||
| Information Technology Strategies of a Ten Community College Consortium: 2021-22 (2917) | Engaged Research | None | 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. | |||||||
| The impact of Covid 19 on seniors’ mental health: 2021-22 (2918) | International Service | South Cowichan Seniors Program | Social Work | Engaged Research | None | None | Spring | 2021-22 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Other | 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. | ||
| 60 Minutes of Services: (Spring 2022): 2022-23 (2919) | Environmental Stewardship | Conservation Fusion | Volunteer and Civic Engagement Programs | Volunteering | Volunteerism | None | 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 | |||
| 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 | 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. | ||||
| 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 | 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 | ||||
| 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 | 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. | ||||
| 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 | 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 | ||||
| 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 | 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. | ||||
| Art and Science of Medical Decisions:(Fall 2022): 2022-23 (2958) | Educational Support | Methodist Hospital | Art and Art History | Knowledge and Resource Sharing | None | 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. | ||||
| Department of Pyschiatry Workshop: 2021-22 (2959) | Knowledge and Resource Sharing | None | 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 | |||||||
| Creighton Life Drawing Workshop:(Spring 2022): 2021-22 (2960) | Educational Support | Creighton University | Art and Art History | Knowledge and Resource Sharing | None | 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 | ||||
| MCC Life Drawing Workshop: (Spring 2022): 2021-22 (2961) | Educational Support | Metropolitan Community College (MCC) | Art and Art History | Knowledge and Resource Sharing | None | 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 | ||||
| Heartland Therapy School Workshop: 2021-22 (2962) | Knowledge and Resource Sharing | None | 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 | |||||||
| Radiotherapy and Patient Care Workshop: 2021-22 (2963) | Knowledge and Resource Sharing | None | 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 | |||||||
| Dementia Workshop: (Spring 2022): 2021-22 (2964) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | 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 | ||||
| Psychiatry Wellness Program Work: (Spring 2022)shop: 2021-22 (2965) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | 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 | ||||
| Psychiatry Wellness Program Workshop Part 2: (Spring 2022): 2021-22 (2966) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | 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 | ||||
| UNMC Lfie Drawing Workshop: (Spring 2022): 2021-22 (2967) | Educational Support | UNMC | Art and Art History | Knowledge and Resource Sharing | None | 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 | ||||
| MEMORY SERVES: 2021-22 (2968) | Knowledge and Resource Sharing | None | 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. | |||||||
| Aesthetic of Health Workshop: 2021-22 (2969) | Knowledge and Resource Sharing | Workshop | None | 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 | |||||||
| Art and Disability: 2021-22 (2970) | Knowledge and Resource Sharing | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Invited to speak to Art and Disability class, University of Memphis. March 24th | |||||||
| The Art of Relationship: (Spring 2022): 2021-22 (2971) | Educational Support | Creighton University | Art and Art History | Knowledge and Resource Sharing | None | 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). | ||||
| Journal Editor for AMA: (Spring 2022): 2021-22 (2972) | Educational Support | American Medical Association | Art and Art History | Knowledge and Resource Sharing | None | 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. | ||||
| Hooper Nebraska Art Exhibit: 2021-22 (2973) | Knowledge and Resource Sharing | None | 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. . | |||||||
| 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 | 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 | ||||
| NEBRASKA STORIES: 2021-22 (2976) | Knowledge and Resource Sharing | None | 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 | |||||||
| PORTRAIT OF COVID: (Spring 2022): 2021-22 (2977) | Health and Wellness | American Medical Association | Art and Art History | Knowledge and Resource Sharing | None | 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. | ||||
| Drawing Others Close: (Spring 2022): 2021-22 (2978) | Educational Support | Alzheimer's Association, Nebraska Chapter | Art and Art History | Knowledge and Resource Sharing | None | 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) | ||||
| Portraiture in Health Care: (Spring 2022): 2021-22 (2980) | Educational Support | Loyola University | Art and Art History | Knowledge and Resource Sharing | None | 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). | ||||
| Linden Review Arts Editor: (Spring 2022): 2021-22 (2982) | Educational Support | Linden Review | Art and Art History | Knowledge and Resource Sharing | None | 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. | ||||
| 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 | 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 | ||||
| Defy Ventures Plan Report 2018: (Spring 2018): 2017-18 (2991) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | 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. | ||||
| Nebraska VLS Initiative: (Spring 2018): 2017-18 (2992) | Economic Impact | Douglas County Department of Corrections | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | 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 | ||||
| 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 | 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. | ||||
| Immersion State Blue Courage Training Evaluation. 2019: 2018-19 (2994) | Knowledge and Resource Sharing | None | 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) | |||||||
| Assessing the Effectiveness of ShotSpotter in Omaha: 2018-19 (2995) | Knowledge and Resource Sharing | None | 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 | |||||||
| Transformation Project: Program Update: (Spring 2019): 2018-19 (2996) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | 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. | ||||
| 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 | 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. | ||||
| 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 | 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. | ||||
| 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 | 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. | |||
| 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 | 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. | ||||
| 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 | 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. | ||||
| Operation Youth Success: Final Report 2016: (Spring 2016): 2016-17 (3002) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | 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 | ||||
| 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 | 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 | ||||
| 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 | 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. | ||||
| 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 | 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. | ||||
| 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 | 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 | ||||
| Defy Ventures Situtional Analysis Report 2017: (Spring 2017): 2016-17 (3007) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | 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. | ||||
| 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 | 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 Program Theory Report. 2017: (Spring 2017): 2016-17 (3009) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Knowledge and Resource Sharing | None | 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. | ||||
| 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 | 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. | ||||
| 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 | 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 | ||||
| VRP & CBI Recidivism Reduction: 2021-22 (3012) | Engaged Research | None | 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. | |||||||
| Traumatic Brain Injury Screening: 2021-22 (3013) | Engaged Research | None | 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 | |||||||
| Collaborative Interns: POC Collaborative 2022-23 (3014) | Educational Support | POC Collaborative | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 2 | 540 | 0 | 0 | 0 | 0 | NA | 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. | ||
| Collaborative Interns: Kiwanis Club: 2022-23 (3017) | Educational Support | Kiwanis Club | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 1 | 360 | 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. | ||
| 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 | None | Fall | 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. | ||
| 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 | None | Fall | 2022-23 | None | None | 1 | 360 | 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. | ||
| Collaborative Interns: Share Omaha: 2022-23 (3020) | Educational Support | ShareOmaha | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 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. | ||
| 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 | None | Fall | 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. | ||
| 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 | None | Fall | 2022-23 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building, Intern | 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. | ||
| Writer's Block Program: 2022-23 (3023) | Educational Support | Nebraska Writers Collective | MaverickPR | Knowledge and Resource Sharing | None | 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. | ||||
| MMI and Omaha Symphony Joint Composition: 2022-23 (3024) | Knowledge and Resource Sharing | None | 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. | |||||||
| Linguistic Human Rights in Education: 2022-23 (3025) | Knowledge and Resource Sharing | Other | None | 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) | |||||||
| 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 | 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 | |||||
| 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 | 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 | ||
| 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 | None | 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. | |||
| Leadership in Early Childhood Education (Spring 2023): 2022-23 (3029) | Educational Support | Education Rights Counsel (ERC) | Teacher Education | Knowledge and Resource Sharing | None | 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 | ||
| WhyArts and UNO Transitions Social Competencies (Spring 2023): 2022-23 (3030) | Arts, Culture and Humanities | WhyArts | Transitions Program | Knowledge and Resource Sharing | None | 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. | ||
| 2023 7 Days of Service: 2022-23 (3032) | Volunteering | Volunteerism | None | Spring | 2022-23 | Spring | 2022-23 | 25 | 350 | 0 | 0 | 0 | 0 | The UNO community (students, faculty, and staff) and community members/organizations are invited to participate in serving the Omaha community in the areas of Health, International Service, Environment, Education, and Social Justice during 7 Days of Service! There will be various volunteer opportunities on-site at the organization, remotely, and on campus. | ||||||
| Earth Day of Service: 2022-23 (3033) | Environmental Stewardship | Big Muddy Urban Farm, Habitat for Humanity: Omaha, Lauritzen Gardens, Together Omaha | Volunteer and Civic Engagement Programs | Volunteering | Volunteerism | None | Spring | 2022-23 | Spring | 2022-23 | 18 | 54 | 0 | 0 | 0 | 8 | Climate and Sustainability | Earth Day is an opportunity for us to serve the community with a few things in mind; how to be more aware of the environment around us, how to be good stewards of it, and how to care for each other and the places in which we live. | ||
| May 60 Minutes of Service: 2022-23 (3034) | Health and Wellness | Volunteer and Civic Engagement Programs | Volunteering | Volunteerism | None | Spring | 2022-23 | Spring | 2022-23 | 15 | 15 | 0 | 0 | 0 | 0 | Mental Health | May's 60 Minutes of Service event celebrates and supports taking care of one's WHOLE self and the positive impact of serving others on our own well-being. | |||
| Futures Fair 2023 (Spring 2023): 2022-23 (3035) | 100 Black Men of Omaha, Avenue Scholars Foundation, Boys Town, Childrens Hospital and Medical Center, Collective for Youth, College Possible, Creighton University, Douglas County Department of Corrections, Durham Museum, Education Quest Foundation, Fiserv, Go Beyond, Keep Omaha Beautiful, League of Women Voters, Metropolitan Community College (MCC), Nebraska Department of Health and Human Services, Nebraska Humane Society | Knowledge and Resource Sharing | Access to Higher Education | None | Spring | 2022-23 | Spring | 2022-23 | 25 | 0 | 0 | 106 | 0 | 0 | The Goodrich Scholarship Program -- in collaboration with CPACS, multiple departments at the University of Nebraska Omaha (UNO), Metropolitan Community College, P4K, Omaha Public Schools (OPS), and local businesses throughout the Omaha community – is planning to host the Futures Fair, an event where diverse low-income education specialists create an environment where hundreds of 7th and 8th graders from P4K immerse themselves in activities that galvanize their interests and induce them into certain educational or academic habits that would facilitate their individual navigation of the often difficult road ahead to college or some other postsecondary institution. Support is both needed and critical for the continuation and growth of Goodrich’s Futures Fair partnership with P4K, UNO/CPACS and the community. Goodrich and P4K, with the assistance of CPACS and UNO, intend to continue to promote the accessibility of higher education to underserved middle school students through meaningful engagement that will create an immediate tangible opportunity for educational and employment exploration through the Futures Fair. | |||||
| Lead (Pb) in Spice (Spring 2023): 2022-23 (3038) | Health and Wellness | Douglas County Department of Health & Human Services, Omaha Public Schools | Chemistry, Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | Spring | 2022-23 | 22 | 220 | 0 | 0 | 0 | 0 | Lead (a neurotoxin) can be found in household spices. In coordination with the Douglas County Health Department (DCHD), spices were collected from staff and students at Westview HS. The samples will then be tested during lab time to determine the presence of lead. The results of the lead testing will be shared back with the high school and the students. No identifiable information about the spices was collected, therefore we will not be reporting to families or DCDH if the spices tested positive for lead. P-16 Project CHEM 1144.003 | |||
| Music with Veterans (Spring 2023): 2022-23 (3040) | Service Learning | None | None | Spring | 2022-23 | None | 3 | 84 | 0 | 0 | 0 | 0 | UNO students partnered with US Army veterans from the Council Bluffs area to teach them basic guitar lessons. This project focused on both guitar basics and the health benefits of music. Traditional project MUS 3630.002 | |||||||
| Pollinators Garden(Fall 2023): 2022-23 (3041) | Environmental Stewardship | Conservation Nebraska | Environmental Studies | Service Learning | None | None | Fall | 2022-23 | None | 75 | 0 | 0 | 0 | 0 | 0 | The " Pollinators Garden" Project is an exciting and educational collaboration between students from the University of Nebraska at Omaha (UNO) alon with P-1 school. In this two-semester endeavor, UNO students enrolled in the BIOL 1330 class will work hand-in-hand with P-12 students to create a Pollinator Garden. The primary goal of this project is to raise awareness about the importance of pollinators in our ecosystem and to actively contribute to their conservation efforts. To achieve this, both UNO and P-12 students will participate in seed collection activities from the Glacier Creek and the Papillion Butterfly Garden. P-16 BIOL 1330.001 | ||||
| PUBLIC SPEAKING PHILANTHROPY(Spring 2023): 2022-23 (3042) | Arts, Culture and Humanities | Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | None | 25 | 300 | 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 as to how the nonprofit is contributing to the area of focus, they chose for the informative speech. The nonprofits they choose will have a civic engagement focus. At the end of the semester, the students will vote for one organization to receive the $1000 grant. MPI CMST 1110.016 | |||||
| Data Literacy( Spring 2023): 2022-23 (3043) | Service Learning | None | None | Spring | 2022-23 | None | 26 | 910 | 0 | 0 | 0 | 0 | UNO students partners with Youth Emergency Services, RISE and Omaha Municipal Land Bank. UNO Students work on datasets from these community partners then analyze, visualize and made a presentation on their findings from the data. Traditional STAT 1100.001 | |||||||
| Worksite Wellness (Spring 2023): 2022-23 (3044) | Health and Wellness | Omaha South High School, Omaha Public Schools | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 10 | 40 | 0 | 0 | 0 | 0 | UNO students create a needs assessment and implement a wellness plan for staff at Gateway Elementary. In doing so, UNO students provide staff of Gateway with opportunities and tools to support a healthy lifestyle. Traditional KINS 4200.850 (Cross-listed with KINS 8206) | ||||
| Extended Techniques in Piano Performance(Spring 2023): 2022-23 (3045) | Arts, Culture and Humanities | Aksarben Village Senior Living, Dial Senior Living, Immanuel Memory Care | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 8 | 200 | 0 | 0 | 0 | 0 | UNO students partner with Omaha South High School and Central High School students. UNO students learn and apply the knowledge on extended techniques in piano and then make a presentation to high school students. They also serve the community by playing music pieces at Immanuel Memory Center and Aksarben Senior Living Center. P-16 MUS 115L, 215L, 315L, 415L | ||||
| HISTORY OF MATHEMATICS(Spring 2023): 2022-23 (3046) | Educational Support | Marian High School | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 32 | 448 | 0 | 0 | 0 | 0 | UNO students partner with students from Marian High School to learn more about the history of mathematics. UNO students make videos of historical mathematicians. These videos are then posted on YouTube. Together, UNO and Marian High School students explore the sometimes funny historical facts while researching these mathematicians. P-16 MATH 3850 | ||||
| Civil Justice(Spring 2023): 2022-23 (3047) | Social Justice | Spark CDI | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 0 | 0 | 0 | 0 | 0 | 0 | Students will understand the role that civil engineers have on community by exploring the history of redlining in Omaha. Students will be digitalizing old maps to research about the history of redlining especially towards the region of North Omaha and freeway 75 which created a visible redline that segregated community. Effects of north freeway built by white civic leaders from US transport department which teared apart black neighborhoods, demolishing entire homes, business and other resourceful institutions. Traditional CIVE 102.001 | ||||
| Resource Development& Training Presentations(Spring 2023)-001: 2022-23 (3048) | Educational Support | Learning for ALL | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 20 | 340 | 0 | 0 | 0 | 0 | Students in this course will develop their professional communication skills by working with clients from a non profit to interviewing them. Learning for All is a non prfit organization which will support residents and refugees for adult education and language/literacy. UNO communications students will be conducting interviews with clients from learning for all. These client and student stories experiences will serve as a great value to non profit in reaching out to the community. Traditional CMST 3130.001 | ||||
| Resource Development& Training presentations(Spring 2023)-002: 2022-23 (3049) | Educational Support | Learning for ALL | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 17 | 289 | 0 | 0 | 0 | 0 | Students in this course will develop their professional communication skills by working with clients from Learning for All who support residents and refugees for adult education and language/literacy. UNO communications students will be conducting interviews with clients from Learning for All in relevance to professional development. Traditional CMST 3130.002 | ||||
| Behavioral Skill-Acquisition Intervention Interfaces for Training with Children with Autism Spectrum Disorders(Spring 2023): 2022-23 (3050) | Educational Support | Academy of Marketing Science | Air Force ROTC | Service Learning | None | None | Spring | 2022-23 | None | None | 5 | 140 | 0 | 0 | 0 | 0 | Education | Students will be doing research and analysis on Applied Behavior Analysis especially towards Autism Spectrum Disorder. Students meet and interview clients from different domain areas to get more insights and knowledge while working on prototype design. They will be working towards developing a concept or prototype of a digital system towards the end to help manage a system of training which relates to Applied Behavior's Analysis and individuals with Autism Spectrum Disorder. Traditional ITIN 8220.001 | ||
| DEAI Solutions for minimizing risk(Spring 2023): 2022-23 (3051) | Social Justice | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 18 | 540 | 0 | 0 | 0 | 0 | UNO students will aggregate, analyze data from Health organization in collaboration with Inclusive Communities. Students will analyze data obtained from major hospitals in the city that includes patient population they are serving where the focus will be on the Diversity, Equity and Inclusion components. At the end of the semester, students will present their findings from the data and provide recommendations that Healthcare organizations can take to improve the DEAI within their work. Traditional LAWS 4410.001 | |||||
| Non-Profit Marketing Plans( Spring 2023): 2022-23 (3052) | Service Learning | None | None | Spring | 2022-23 | None | 11 | 99 | 0 | 0 | 0 | 0 | Students will gain valuable hands-on experience by collaborating with two distinct community partners. They will be divided into two groups, with each group assigned to work closely with a different partner. The objective is for students to create impactful content, including a newsletter, news release, graphic design, and a short video suitable for platforms like TikTok, tailored specifically for their assigned partners. This engaging project will provide students with a real-life experience that goes beyond the classroom, fostering practical skills and enhancing their understanding of community engagement. Traditional JMC 4250.860 | |||||||
| PR Plans for Nonprofits (Spring 2023): 2022-23 (3053) | Educational Support | Learning for ALL, Raise me to Read, WhyArts | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 13 | 143 | 0 | 0 | 0 | 0 | In this project, students will learn to write newsletters, press releases, and conduct SWOT analyses for local organizations. Working in small groups, they will collaborate with three community partners, creating impactful content like newsletters, news releases, and PR reports tailored to each partner. This hands-on experience will enhance their writing, strategic thinking, and analytical skills while making a tangible impact. By participating in this immersive project, students will gain practical knowledge and readiness for real-world communications challenges. Traditional JMC 3230.001 | ||||
| Physical Activity and Nutrition Workshops (Spring 2023): 2022-23 (3054) | Health and Wellness | Learning Community Center of North Omaha | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 13 | 234 | 0 | 0 | 0 | 0 | This course centers around addressing contemporary concerns regarding weight management. Students will delve into the study of physical activity and nutrition guidelines, reviewing and applying them in practical ways. To reinforce their learning, students will visit the local community center, where they will engage in informative activities and put their knowledge into practice. This experiential approach ensures that students not only understand the concepts but also apply them in real-life scenarios, fostering a deeper understanding of weight management issues and promoting the practical application of learned principles. P-16/KINS 8120.850 | ||||
| Digital Marketing Project (Spring 2023): 2022-23 (3055) | Educational Support | Everyday Science and Science Support | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 22 | 880 | 0 | 0 | 0 | 0 | In this digital marketing class, students will engage in a competitive project where they create a website for a local community partner. Through this course, they will gain valuable real-world experience by actively participating in marketing-related tasks focused on website development. Students will design and build the website, incorporating various elements such as compelling content, user-friendly navigation, and conversion optimization strategies. By actively engaging in these activities, students will develop practical skills and apply marketing concepts directly to the task of creating an effective website for the local community partner. This experiential learning approach ensures that students not only understand digital marketing principles but also acquire the ability to execute them effectively in the real world. Traditional/MKT 3360.001 | ||||
| Languages Exchange (Spring 2023): 2022-23 (3056) | Educational Support | Omaha Public Schools, South High Magnet, Omaha Public Schools | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 16 | 160 | 0 | 0 | 0 | 0 | This class offers students the opportunity to learn Spanish by engaging in direct interactions with native Spanish speakers. Throughout the course, there will be multiple sessions where students will meet and converse with individuals who primarily speak Spanish, with limited knowledge of English. The main objective of these sessions is to facilitate language exchange, allowing students to practice their Spanish skills while immersing themselves in an authentic linguistic environment. By engaging in these meaningful conversations, students will enhance their Spanish proficiency and develop a deeper understanding of the language and culture. P-16/ SPAN 2120.001 | ||||
| WORKING WITH MINORITY ELDERLY (Spring 2023): 2022-23 (3057) | Service Learning | None | None | Spring | 2022-23 | None | 27 | 945 | 0 | 0 | 0 | 0 | The project focuses on health and disease, the normal aging process, and the social contexts of old age. In this course, students will have an opportunity to explore the role and contribution of elders to development of the US, gain an understanding of cultural, historic, social, economic and political factors that shape aspects of aging and the experience of being old generally and within racial/ethnic/cultural groups including African American Black, American Indian, Asian American, and Hispanic American, examine the relevance and effectiveness of current societal structures and service systems. Traditional GERO 4690.001/8696 and as SOWK 4040/8046 | |||||||
| NONPROFIT ORGS & MGMT (Spring 2023): 2022-23 (3058) | Service Learning | None | None | Spring | 2022-23 | None | 15 | 210 | 0 | 0 | 0 | 0 | This course introduces students to the nonprofit sector, including several aspects of nonprofit management. Intended for any student who wishes to understand nonprofit organizations and/or who may wish to work in the nonprofit sector. Service learning in a nonprofit agency is an important aspect of the class. The goal is to show the types of nonprofits that exist. Students will work in small groups (3-5 students in a group) with one of three community partners. The student groups are expected to conduct two, one-hour interviews. Students are only required to attend one of the two interviews. After these two interviews, each organization will complete a planned questionnaire. Traditional PA 3500.001 | |||||||
| Waste Not Want Not (Spring 2023): 2022-23 (3059) | Environmental Stewardship | Blackburn Alternative High School, Omaha Public Schools | Service Learning Academy (SLA) | Service Learning | None | None | Spring | 2022-23 | None | 25 | 36,250 | 0 | 0 | 0 | 0 | Students` awareness of composting and zero waste school lunches will be raised during this course. Students will work in groups with Blackburn high school students to develop a proposal to give to OPS and UNO staff to expand composting more thoroughly on campus. P-16 SUST 1000.001 |