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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Collaborative Interns Central Plains Center for Services: 2021-22 (2652) | Educational Support | Central Plains Center for Services | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 3 | 1,080 | 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 NAMI Nebraska: 2021-22 (2653) | Health and Wellness | NAMI Nebraska | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Spring | 2019-20 | None | None | 2 | 540 | 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 Dibs For Kids: 2021-22 (2654) | Educational Support | Dibs for Kids | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | 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 Touch of Gold: 2021-22 (2655) | Social Justice | Touch of Gold | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | 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 Greater Bethel Temple Childrens Academy: 2021-22 (2656) | Educational Support | Greater Bethel Temple Childrens Academy | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | 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 The Lehmin Center: 2021-22 (2657) | Health and Wellness | The Lehmin Center | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | 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 Coalition Rx (2658) | Social Justice | Coalition Rx | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 3 | 1,080 | 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 Hope Resource Center: 2021-22 (2659) | Economic Impact | James P. Foster Hope Resource Center | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | 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 Gotta Be Me: 2016-17 (2660) | Social Justice | Gotta Be Me, Inc | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | 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: Northstar Foundation: 2016-17 (2661) | Educational Support | NorthStar Foundation | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | 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. | ||
| Communication and Leadership (Spring 2022): 2021-22 (2663) | Educational Support | Completely Kids, Field Club Elementary, Omaha Public Schools, Life Launch Academy | Engineering and Construction, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 27 | 270 | 0 | 16 | 16 | 0 | Freshmen from Stu Bernstein’s ENGR 1000 (Interpersonal Skills for Engineering Leaders) will teach topics related to their coursework to 4th and 5th grade students from Field Club Elementary School. On Wednesdays of each week, UNO students will listen to a lecture on a specific topic. On Mondays, UNO students will practice their activity for Field Club Elementary students. Katie (the Completely Kids Program Coordinator) and Brittany (the SLA GA) attend class on Mondays to provide feedback to UNO students on their presentations. Each student group will practice on a given Monday and present the following Monday at Field Club Elementary. P-16 Project. ENGR 1000.001. | |||
| Chamber Music (Spring 2022): 2021-22 (2664) | Educational Support | Lewis and Clark Middle School, Omaha Public Schools, Omaha Girls Rock | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 10 | 110 | 0 | 6 | 30 | 0 | MUS 2740.015/8160.007: CHAMBER MUSIC, undergraduate students will have the opportunity to engage in a service learning project encompassing interdisciplinary collaboration with Lewis & Clark Middle School and Nathan Hale Middle School students. This service learning project has UNO students perform a dress rehearsal for the P-12 students in preparation for their main chamber event coming up in April. This gives Lewis & Clark Middle School and Nathan Hale Middle School students the opportunity to watch UNO students’ performances and further their learning in chamber music. P-16 Project. MUS 2740.015/8160.007 | |||
| Redlining Conversations (Spring 2022): 2021-22 (2665) | Social Justice | Crestridge International Studies and Dual Language School, Inclusive Communities, The Union for Contemporary Art | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 20 | 480 | 0 | 10 | 140 | 0 | Students from the UNO Teacher Scholars Academy are partnering with fifth grade students from Crestridge Elementary School to research the impacts of redlining in Omaha. The students are working with Inclusive Communities and The Union for Contemporary Art to learn about redlining before participating in a series of table talks and group discussions where they will present to community members and school administrators about what they learned. P-16 Project. TED 2200.098 | |||
| Management of Software Development (Fall 2021): 2021-22 (2666) | Educational Support | Heartland Integration Center | Computer Science, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2021-22 | Fall | 2021-22 | 20 | 40 | 0 | 0 | 0 | 0 | Students identify, operationalize, and provide tutorials for software that addresses the challenge(s) or need(s) provided by the partner organization (client). Once they fully understand the needs of the client, students research software options to present to the client. The clients then select their software of choice and students customize it to the needs of the organization, including creating tutorials for the client. Traditional project. ISQA 8210.850 | |||
| Criterion Development and Performance Appraisal (Fall 2021): 2021-22 (2668) | Educational Support | Black and Pink | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2021-22 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | The students will need to engage in the following interactions with the job incumbents and their supervisors in the Community Agency ABC. 1. Interview the 1-2 job incumbent(s) 2. administer a 15-min survey to the 1-2 job incumbent(s) and their supervisor. The survey includes task inventory and associated knowledge and skills established based on interviews and literature. The final deliverables include: 1. Detailed job analysis report (I attached a sample job analysis report conducted by previous graduate students) 2. Well-designed performance appraisal system tailored to the job analyzed Job analysis and performance appraisal presentation to provide practical recommendations Students were organized into 3 groups to analyze a total of 3 types of jobs. Those jobs can be in one organization (e.g., HR jobs, software engineering, sales representatives in one tech company) or different organizations. Traditional Project. PSYC 9660.001 | |||
| English Composition (Fall 2021): 2021-22 (2669) | Educational Support | Women's Center for Advancement | English, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2021-22 | Fall | 2021-22 | 10 | 163 | 0 | 0 | 0 | 0 | Traditional project. ENGL 1150.007 | |||
| Evaluation of Social Programs (Fall 2021): 2021-22 (2670) | Educational Support | Anti-Defamation League | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2021-22 | Fall | 2021-22 | 6 | 97 | 0 | 0 | 0 | 0 | Students provide program evaluation activities, including statement of the problem, logic model, lit review, and process and outcome evaluation proposals. Students may also collect and analyze quantitative and qualitative data. Traditional project. SOWK 8940.001 | |||
| Walnut Creek Recreation Area Tree Planting (Summer 2022): 2021-22 (2701) | Environmental Stewardship | Creighton University, Papio-Missouri River NRD, Urban Bird and Nature Alliance | Environmental Studies | Volunteering | Volunteerism | None | Summer | 2021-22 | Summer | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students and other students from local colleges planted trees. | |||
| Indian Hills Tree Planting (Summer 2022): 2021-22 (2706) | Environmental Stewardship | The Simple Foundation, Urban Bird and Nature Alliance | Environmental Studies | Volunteering | Volunteerism | None | Summer | 2021-22 | Summer | 2021-22 | 60 | 0 | 0 | 0 | 0 | 0 | UNO students and other college students planted 90 trees. | |||
| Prairie Queen Recreation Area Tree Planting (Summer 2021): 2020-21 (2707) | Environmental Stewardship | Creighton University, Papio-Missouri River NRD, Urban Bird and Nature Alliance | Environmental Studies | Volunteering | Volunteerism | None | Summer | 2020-21 | Summer | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students and other college students planted trees. | |||
| NAMI Mental Health Awareness (Spring 2022): 2021-22 (2708) | Health and Wellness | NAMI Nebraska | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 5 | 100 | 0 | 0 | 0 | 0 | UNO Social Work and Civic Engagement students collaborate with NAMI to write and collect letters that advocate for mental health importance and policy. Students also assist NAMI with their social media presence. Traditional project. SOWK 1500.001 | |||
| Nami ON Campus Chalk Walk and Ending The Silence Presentation (Fall 2021 to Spring 2022)): 2021-22 (2709) | Health and Wellness | NAMI Nebraska | Counseling and Psychological Services (CAPS), Nami ON Campus | Volunteering | Volunteerism | None | Fall | 2021-22 | Spring | 2021-22 | 18 | 0 | 0 | 0 | 0 | 0 | Social work leader of NAMI on Campus Club worked with students throughout the year who participated in the September chalk the walk programming and Ending the Silence Presentation to create awareness and education about mental health. The students also participated in Durango Days in collaboration with NAMI Nebraska. | |||
| NAMI Website Support and Technology Expertise from UNO Students: 2021-22 (2710) | Educational Support | NAMI Nebraska | Barbara Weitz Community Engagement Center (CEC), Computer Science | Volunteering | None | None | Spring | 2021-22 | Spring | 2021-22 | 2 | 0 | 0 | 0 | 0 | 0 | UNO students at the CEC welome desk provided support and expertise regarding the NAMI website. Students weremaster students in the College of IS&T and met NAMI via the CEC as the welcome desk OSS staff. | |||
| Language and Latino/Hispanic Mental Health Narratives (Spring 2022): 2021-22 (2711) | Educational Support | The Wellbeing Partners | Foreign Languages, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 14 | 27 | 0 | 0 | 0 | 0 | Community Partner Project Name: Linguistic Justice and Latino Health WhatMakesUs Project Destigmatize/demystify mental health in Latino and Black/African American community by having students interview a friend, relative, or any individual that fits criteria. The hope is to get recommendations from the students as a result of their data collection regarding how to better connect to the Latino community through their interviews. UNO students worked with The Wellbeing Partners to learn more about stigma and language in the Latino community. Students conducted interviews in Spanish and shared their results. Community partner economic value of project was shared as $2,000. Traditional project. SPAN 4970.001 | |||
| Historically Excluded Composers (Spring 2022): 2021-22 (2712) | Educational Support | Aksarben Village Senior Living, Dial Senior Living, Central High School, Omaha Public Schools | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 8 | 88 | 0 | 8 | 72 | 0 | APPLIED VOICE, undergraduate students will have the opportunity to engage in a service learning project encompassing interdisciplinary collaboration with Central High School students. This service learning project has UNO students perform music that they have learned to Central High students, after which UNO students will teach them the songs by sharing the score of the music pieces with them and having rehearsals afterwards. Central High students will have the opportunity to engage and further their learning with these materials as they perform the music they learn to residents of Aksarben Village. P-16 Project. MUS 115T.002, 215T.002, 315T.002 | |||
| Professionalism and Global Perspective (Spring 2022): 2021-22 (2713) | Economic Impact | Canopy South | Engineering and Construction, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 7 | 147 | 0 | 0 | 0 | 0 | Students will enhance their essential professional skills for personal and team success through investigating issues in a global context. Explore in-demand professional aptitudes (self-awareness, emotional intelligence, teamwork, communication, and workplace interaction expectations). Through industry/community interaction, explore cultural and business norms and the application of broader perspectives to identify issues/solutions responsive and adaptive to their global context. This semester, students are partnering with Canopy South. Over the course of the semester, students explored this history of South Omaha and the mission of Canopy South. The students visited Canopy South’s office and spoke directly with staff and visit a variety of sites that Canopy South has an interest in revitalizing. Students decided to focus on Upland Park; they worked closely as a team to develop a proposal and presentation for their professor (Dr. Stu Bernstein), Canopy South staff (Juan Padilla), SLA staff, and College of Engineering advisors. Traditional Project. ENGR 2000.001 | |||
| FLC & Nathan Hale Secret Kindness Agents (Spring 2022): 2021-22 (2714) | Educational Support | Nathan Hale Middle School, Omaha Public Schools | Freshman Leadership Council, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 12 | 84 | 0 | 32 | 256 | 0 | Members of UNO’s Freshman Leadership Council (FLC) will work together with Sara Ridgley’s 8th grade Honors students from Nathan Hale Middle School. Nathan Hale students will serve as Secret Kindness Agents this semester. Students will brainstorm smaller, weekly acts of kindness and the UNO students will work with the Nathan Hale students on a few of their larger SKA projects. P-16 Project. Freshman Leadership Council | |||
| Adopt a Classroom (Spring 2022): 2021-22 (2716) | Educational Support | Washington Elementary, Omaha Public Schools | Service Learning Academy (SLA), Young Scholars Program | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 12 | 60 | 0 | 45 | 135 | 0 | UNO Young Scholars students provide a campus tour for 4th grade Washington Elementary students to educate them and answer questions about college and career readiness. P-16 Project. Young Scholars Program | |||
| Puente al Exito (Spring 2021 Tuesday): 2021-22 (2717) | Educational Support | Learning Community Center of South Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 6 | 147 | 0 | 0 | 0 | 0 | Students will work with assigned families from the Learning community to help create meaningful opportunities to get to know one another, and teach various content topics. P-16 Project. TED 2050.002 | |||
| Puente al Éxito (Spring 2021 Monday): 2021-22 (2718) | Educational Support | Learning Community Center of South Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | None | None | Spring | 2021-22 | Spring | 2021-22 | 10 | 245 | 0 | 0 | 0 | 0 | Students work with assigned families from the Learning community to help create meaningful opportunities to get to know one another, and teach various content topics for 6 sessions. P-16 Project. TED 2050.002 | |||
| Teammates Senior Guide (Spring 2022): 2021-22 (2719) | Educational Support | TeamMates Mentoring | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 5 | 100 | 0 | 0 | 0 | 0 | Social Work and Civic Engagement students assist staff at Teammates with reimagining their "Senior Guide" for their highschool aged mentees that are getting prepared for college. The students utilize their knowledge of college preparation and share that with the Teammates mentees through this guide. P-16 Project. SOWK 1500.002 | |||
| Together Cookbook (Spring 2022): 2021-22 (2720) | Economic Impact | Together Omaha | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 6 | 120 | 0 | 0 | 0 | 0 | UNO Social Work and Civic Engagement students collaborate with staff at Together to create a cookbook full of recipes as well as stories from the community surrounding 24th street in South Omaha. Traditional Project. SOWK 1500.002 | |||
| DSA (Spring 2022): 2021-22 (2721) | Health and Wellness | Down Syndrome Alliance of the Midlands | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 7 | 140 | 0 | 0 | 0 | 0 | UNO Social Work and Civic Engagement students assist DSA with various activties throughout the semester, including their improv and boxing classes, and a fundraising gala. Traditional Project. SOWK 1500.001 | |||
| ABIDE Game Changers Academy (Spring 2022): 2021-22 (2722) | Educational Support | Abide Omaha | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 11 | 220 | 0 | 0 | 0 | 0 | UNO Social Work and Civic Engagement students assist with ABIDE's Game Changer Academy, which is an after school program that focuses on leadership skill building for youth. P-16 Project. SOWK 1500.001 | |||
| Music with South High "Anything But Bach Allowed" (Spring 2022): 2021-22 (2723) | Educational Support | Omaha South High School, Omaha Public Schools | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 15 | 112 | 0 | 36 | 36 | 0 | We are working on bringing Omaha South to UNO to hear a concert of early music for keyboard instruments (organ, harpsichord, pedal clavichord, and piano). An instrument petting zoo may be involved (need to get permission from organ/harpsichord professor). Students on both sides can ask questions pertinent to the subject and also learn about the history of keyboard instruments. UNO students will be learning also about important elements of studying early keyboard practices, such as fingering, ornamentation, etc. P-16 Project. MUS 115L.860, 215L.860, 415L.860, 815L.860 | |||
| Maverick Community Connection (Spring 2022 ALL Sections): 2021-22 (2724) | Social Justice | AIM Institute, All Care Health Center, American Cancer Society: Hope Lodge, Autism Society of NE, Benson First Fridays (BFF), Center for Holistic Development, Child Saving Institute, City Sprouts, Collective for Hope/Grief's Journey, College Possible, Community Alliance, Credit Advisors Foundation, Eat 'N' Talk Africa, Financial Beginnings, Fresh Hope for Mental Health, Girls Inc., Heartland B-cycle, Heartland Equine Therapeutic Riding Academy (HETRA), Heartland Family Service-Homeless Program, Heartland Hope Mission, Inclusive Communities, Kaneko, Kim Foundation, Learning for ALL, Legal Aid of Nebraska, Lifestyle Health Alliance, Little White Dog Rescue, NAMI Nebraska, No More Empty Pots, Omaha Bridges Out of Poverty, Omaha Home for Boys, Partnership 4 Kids, RESPECT, SAC Museum, Siena Francis House, Spielbound Board Game Cafe, Take Flight Farms, Tri-City Food Pantry, Tri-Faith Initiative, Visiting Nurses Association (VNA), Wisdom House Collaborative, Women's Center for Advancement, Youth Emergency Services | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 61 | 366 | 0 | 0 | 0 | 0 | UNO Students from CMST 1110 Fundamentals of Public Speaking courses will engage in the student philanthropy model of service learning, where course content and student learning is linked to charitable giving. Students select and research a community agency of their own interest, then develop and present a persuasive speech and call to action on behalf of the organization. This is a student led initiative, giving students a $1,000 grant to distribute to one community agency - the persuasive speech presentation with the best call to action. MPI Traditional Project. CMST 1110.028 CMST 1110.8601 CMST 1110.8602 | |||
| Community Advocacy Research and Social Media Campaign (Spring 2022): 2021-22 (2725) | Social Justice | Culxr House, Ronald McDonald House Charities, Omaha, Special Olympics Nebraska Inc. | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2021-22 | Spring | 2021-22 | 13 | 143 | 0 | 0 | 0 | 0 | UNO Students from CMST 1110 Fundamentals of Public Speaking courses will engage in the student philanthropy model of service learning, where course content and student learning is linked to charitable giving. Students select and research a community agency of their own interest, then develop and present a persuasive speech and call to action on behalf of the organization. This is a student led initiative, giving students a $1,000 grant to distribute to one community agency - the persuasive speech presentation with the best call to action. MPI Traditional. CMST 2410.002 | |||
| BOLD Academic Fellows (Fall 2022): 2021-22 (2726) | International Service | Civic Nebraska, Coalition Rx, Malcolm X Memorial Foundation, Omaha Area Youth Orchestra, WhyArts | International Programs | Knowledge and Resource Sharing | None | None | Summer | 2021-22 | Fall | 2022-23 | 4 | 0 | 0 | 0 | 0 | 30 | Global Engagement | This nonprofit panel included community organizations that also reside in the CEC. About the program: BOLD (BIH Omladinski Lideri, Bosnia and Herzegovina Young Leaders) Institute is an international exchange program sponsored by the U.S. Embassy in Bosnia & Herzegovina, which brings the best and bright young professionals from BiH region to the U.S. The BOLD Fellowship consists of an academic residency hosted by UNO. This five-week intensive academic residency program takes place on the UNO campus, and introduces participants to a range of diverse cultures and opportunities within the context of U.S. civic engagement. Through the BOLD Institute on Civic Engagement at UNO, BOLD fellows will learn about the principles of democracy, diversity, and community service. Through experiential learning opportunities, fellows will develop leadership, communication, and team-building skills that will be used to enhance civic engagement in their communities, deepen bonds among ASEAN member-states, and reinforce ties between the U.S. and ASEAN. BOLD fellows will also have opportunities to interact with civic leaders from across the state and academic leaders from UNO. Fellows will also connect with UNO students from the U.S. and other countries through civic and cultural events. In addition, fellows will have time to explore the local area, participate in U.S. holidays and celebrations, and travel to historical sites throughout the Midwest. Fellows will also develop an Action Plan to implement in their home countries, and upon completion of the Action Plan, be eligible for funding opportunities through the BOLD alumni network (see the below information about the Action Plans). This panel is part of multiple activities and events that happen throughout omaha with specialty interest meetings. | ||
| Leadership Workshop for Union Leaders (Fall 2022): 2022-23 (2728) | Economic Impact, Educational Support | Douglas County Overdose Fatality Review Board, Fraternal Order of Police Lodge, International Association of Firefighters Local 385, International Brotherhood of Electrical Workers Local 1483, Millard Education Assocation, Omaha Federation of Labor, Plumbers Local 16, Steamfitters Local 464, Western Iowa Labor Federation | William Brennan Institute for Labor Studies | Knowledge and Resource Sharing | Other | None | Fall | 2022-23 | None | 0 | 0 | 0 | 0 | 0 | 30 | Education, Employment and Workforce, Capacity Building | Leadership Workshop for Union Leaders. This will be an annual event every fall. | |||
| Durango Days (Fall 2022): 2022-23 (2732) | Educational Support, Social Justice | Coalition Rx, Elevate Omaha Inc, Inclusive Communities, Learning for ALL, NAMI Nebraska, The Wellbeing Partners, WhyArts | Maverick Food Pantry, Student Service and Leadership Collaborative (The Collaborative) | Knowledge and Resource Sharing | Other | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | CEC Building Partner Organizations interacted with hundreds of UNO students, allowing them to learn more about volunteer opportunities and needs in the community. Organizations were able to share their missions and activities in order for students to think about how they can get involved. Organizations reported that students took the information, and many see opportunities for follow-up engagement. | ||
| Prescription Drug Takeback UNO Event (Fall 2022): 2022-23 (2733) | Health and Wellness | Coalition Rx | Public Safety | Knowledge and Resource Sharing | None | None | Fall | 2022-23 | None | 0 | 0 | 0 | 0 | 0 | 0 | UNO Police and Barbara Weitz Community Engagement Center (CEC) building partner, Coalition Rx, will host a special event for UNO students, faculty, and staff to safely dispose of prescription drugs. | ||||
| Omaha Table Talk: 2022-23 (2734) | 75 North, Aksarben Village Senior Living, Dial Senior Living | Tribal Management and Emergency Services | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | Education, Disadvantaged Populations | Omaha Table Talk centered on Native and Indegenous identities. Hosted event in CEC space. Panelists included Christina Running Hawk Ellison of the Lakota Oglala Sioux, Jordan Zendejas of the Umo Ho Tribe of Nebraska, Grace Johnson of the Oglala Lakota, and moderated by Echohawk Lefthand of the Diné Tribe. Panelists discussed concerns around the appropriation of native and indigenous cultures, specifically addressing the importance of medicines and their sustainability, missing, and murdered Indigenous women, and mascots. The afternoon concluded with panelists encouraging the audience to learn about native and Indigenous history and culture. They reminded the audience that it is okay to appreciate the culture and heritage of native and Indigenous peoples without appropriating and changing the narrative | |||
| Omaha Table Talk: Celebrating Native and Indigenous Cultures without Appropriating: 2022-23 (2735) | Inclusive Communities | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 25 | Disadvantaged Populations | Omaha Table Talk centered on Native and Indegenous identities. Hosted event in CEC space. Panelists included Christina Running Hawk Ellison of the Lakota Oglala Sioux, Jordan Zendejas of the Umo Ho Tribe of Nebraska, Grace Johnson of the Oglala Lakota, and moderated by Echohawk Lefthand of the Diné Tribe. Panelists discussed concerns around the appropriation of native and indigenous cultures, specifically addressing the importance of medicines and their sustainability, missing, and murdered Indigenous women, and mascots. The afternoon concluded with panelists encouraging the audience to learn about native and Indigenous history and culture. They reminded the audience that it is okay to appreciate the culture and heritage of native and Indigenous peoples without appropriating and changing the narrative | ||||
| Omaha Table Talk: Preserving LGTBAIA2 History (Fall 2022): 2022-23 (2738) | Social Justice | Inclusive Communities | UNO Libraries | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 56 | Queer Table Talk in partnerhsip with OutNebraska centered on how to preserve LGBTQIA2S+ history specifically in Nebraska. Hosted in CEC Space. Panelists included Amy Schindler, archivist at UNO’s Queer Archives, Jordan Miller who is a Collections Registrar at History Nebraska, Sarah Phelps, Executive Director of Owlish and moderated by Abbi Swatsworth, Executive Director of OutNebraska. Panelists discussed the importance preserving stories from the LGBTQIA2+ community and the ways in which language surrounding the LGBTQIA2+ community has changed over time. The afternoon concluded with panelists encouraging the audience to truly listen to the stories of those around them because history is happening now | |||
| UNO Dialogue Project: Voter Advocacy (Fall 2022): 2022-23 (2739) | Social Justice | Inclusive Communities | Gender and Sexuality Resource Center | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 25 | Conversation in partnership with Jessi Hitchens and the UNO Gender and Sexuality resource center tackling the issue of voting and voting access, specifically among young people. Panelists included Nate Johnson (UNO Student), Tori Simms (UNO Student), and Toni Monette (League of Women Voters). Panelists discussed ways in which young people can participate in voter advocacy for themselves and networks. The discussion ultimately ended with folks strategizing how to further this conversation and get more college students activated in democratic processes. | |||
| Inclusive Communities Program Evaluation (Fall 2022): 2021-22 (2741) | Social Justice | Inclusive Communities | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2021-22 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | We have a current contract with STEPS in which they provide data management and processing for our program evaluations including our ACTion Services, IncluCity and Omaha Table Talks. As of the Fall of 2022, STEPs has 11 faculty affiliates/leads and involves students in the program evaluation. | |||
| Omaha Table Talk: Celebrating Native and Indigenous Cultures without Appropriating (Fall 2022): 2022-23 (2742) | Social Justice | Inclusive Communities | Tribal Management and Emergency Services | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 25 | Omaha Table Talk centered on Native and Indigenous identities. Hosted event in CEC space. Panelists included Christina Running Hawk Ellison of the Lakota Oglala Sioux, Jordan Zendejas of the Umo Ho Tribe of Nebraska, Grace Johnson of the Oglala Lakota, and moderated Echohawk Lefthand of the Diné Tribe. Panelists discussed concerns around the appropriation of native and indigenous cultures, specifically addressing the importance of medicines and their sustainability, missing, and murdered Indigenous women, and mascots. The afternoon concluded with panelists encouraging the audience to learn about native and Indigenous history and culture. They reminded the audience that it is okay to appreciate the culture and heritage of native and Indigenous peoples without appropriating and changing the narrative. | |||
| UNO Athletics Hours of Service (Summer to Fall 2022): 2021-22 (2744) | Health and Wellness | Benson High School, Omaha Public Schools, Elkhorn Public Schools, Foster Love, Gifford Park Youth Tennis Program, Gotta Be Me, Inc, Legal Aid of Nebraska, Mary Our Queen School, Nebraska Cures, NorthStar Foundation, Omaha Farmers Market, Open Door Mission, Partnership 4 Kids, Providence Church, Tri-Faith Initiative, United Cerebral Palsy of Nebraska | Athletics | Volunteering | Volunteerism | None | Summer | 2021-22 | Fall | 2022-23 | 332 | 919 | 0 | 0 | 0 | 0 | UNO student-athletes volunteer for community organizations throughout each year. Data provided by UNO Athletics documents that service. These service hours and community partners reflect volunteer hours by student-athletes between July 1, 2022, to December 2, 2022. Volunteers from the following UNO teams served their community: Men's Soccer Men's Ice Hockey Women's Tennis Women's Softball Women's Swimming & Diving Men's Soccer, SAAC SAAC, Women's Softball Men's Basketball Women's Volleyball Men's Basketball, SAAC Men's Swimming & Diving, SAAC Men's Golf, SAAC Men's Baseball Men's Golf Women's Cross Country SAAC, Women's Soccer Women's Soccer Men's Swimming & Diving Men's Baseball, SAAC SAAC, Women's Basketball Women's Track & Field SAAC, Women's Tennis SAAC, Women's Track & Field Women's Basketball Women's Golf Men's Tennis SAAC, Women's Cross Country Men's Swimming & Diving, Women's Swimming & Diving Men's Tennis, SAAC SAAC, Women's Swimming & Diving Men's Ice Hockey, SAAC SAAC, Women's Volleyball SAAC, Women's Golf | |||
| DEA Takeback 2022 (Fall 2022) | Health and Wellness | Coalition Rx, Drug Enforcement Agency-Omaha | Barbara Weitz Community Engagement Center (CEC), Public Safety | Knowledge and Resource Sharing | Event / Exhibit / Performance | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 15 | Substance Abuse | UNO Police and Barbara Weitz Community Engagement Center (CEC) building partner, Coalition Rx, will host a special event for UNO students, faculty, and staff to safely dispose of prescription drugs. This event is a special opportunity for the campus community only and is connected to the Drug Enforcement Administration's (DEA) Nationwide prescription drug take back event that happens twice annually. To learn more about all other locations and take back events, visit dea.gov/takebackday. | ||
| Collaborative Interns: Highlander Corporation | Economic Impact | Highlander Corporation | 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: House of Afros, Capes, and Curls | Educational Support | House of Afros, Capes, and Curls | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | None | None | 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: 75 North | Economic Impact | 75 North | 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: Balloon Elite Basketball | Health and Wellness | Balloon Elite Basketball | 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: SPARK | Economic Impact | Spark CDI | 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: Midlands African Chamber | Social Justice | Midlands African Chamber | 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. | ||
| WhyArts and UNO Transitions Social Competencies (2015 to Fall 2022): 2016-17 (2755) | Arts, Culture and Humanities | WhyArts | Transitions Program | Knowledge and Resource Sharing | None | None | Fall | 2016-17 | None | 2022-23 | 125 | 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. | ||
| Planning for Effective Teaching Nonprofit Speaker (Fall 2022) | Educational Support | Education Rights Counsel (ERC) | Special Education and Communication Disorders | Knowledge and Resource Sharing | Course | None | Fall | 2022-23 | 2022 | 2022-23 | 19 | 0 | 1 | 0 | 0 | 1 | Other | Nonprofit leader from Education Rights Council shared important insights for the course Planning for Effective Teaching class regarding SPED. Course TED 2400-003. | ||
| ABIDE Second Saturdays (Fall 2022) | Social Justice | Abide Omaha | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 6 | 174 | 1 | 0 | 0 | 1 | Food and Water Security | Students in this course will be working with Abide, a local area non-profit through their food distribution event "Second Saturdays." Students will be able to participate in the distribution event or support the preparations the Thursday before to organize supplies for distribution. In so doing, they will have a sense of the kind of direct service Abide offers within the North Omaha community. Traditional service learning project. SOWK 1500.001 | ||
| NAMI Mental Health Awareness and Stigma (Fall 2022) | Health and Wellness | NAMI Nebraska | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2022-23 | 2022 | 2022-23 | 6 | 180 | 1 | 0 | 0 | 1 | Mental Health | Students in this Social Work course will work with a local chapter of the National Alliance on Mental Illness to raise awareness and mitigate stigma surrounding mental health through tabling on campus and in the community. Additionally, students provide support through letter-writing campaigns for folks currently receiving in-patient treatment. Traditional service learning project. SOWK 1500.001 | ||
| Needs Assessment for Gateway Elementary (Fall 2022) | Health and Wellness | Gateway Elementary School, Omaha Public Schools | Health and Kinesiology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 6 | 24 | 1 | 0 | 0 | 1 | Capacity Building | UNO students create a needs assessment and implement a wellness plan for staff at Gateway Elementary. In doing so, students in this course are able to provide educators with tools to support a healthy lifestyle. Traditional service learning project. KINS 4200.850 + 8206.850 | ||
| Lead in Spice (Fall 2022 Section 2) | Environmental Stewardship | Douglas County Department of Health & Human Services | Chemistry, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 23 | 253 | 1 | 0 | 0 | 1 | Climate and Sustainability | Lead (a neurotoxin) can be found in household spices. In coordination with the Douglas County Health Department (DCHD), students in CHEM 1144 will collect spice samples from local area families. The samples will then be tested during lab time to determine the presence of lead. This lead testing provides a valuable service to DCHD; who share the results of the tests and information about lead poisoning with the families in our community. Traditional service learning project. CHEM 1144.002 | ||
| Lead in Spice (Fall 2022 Section 3) | Environmental Stewardship | Douglas County Department of Health & Human Services | Chemistry, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 7 | 77 | 1 | 0 | 0 | 1 | Climate and Sustainability | Lead (a neurotoxin) can be found in household spices. In coordination with the Douglas County Health Department (DCHD), students in CHEM 1144 will collect spice samples from local area families. The samples will then be tested during lab time to determine the presence of lead. This lead testing provides a valuable service to DCHD; who share the results of the tests and information about lead poisoning with the families in our community. Traditional service learning project CHEM 1144.003 | ||
| Lead in Spice (Fall 2022 Section 1) | Environmental Stewardship | Douglas County Department of Health & Human Services | Chemistry, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 24 | 264 | 1 | 0 | 0 | 1 | Climate and Sustainability | Lead (a neurotoxin) can be found in household spices. In coordination with the Douglas County Health Department (DCHD), students in CHEM 1144 will collect spice samples from local area families. The samples will then be tested during lab time to determine the presence of lead. This lead testing provides a valuable service to DCHD; who share the results of the tests and information about lead poisoning with the families in our community. Traditional service learning project CHEM 1144.001 | ||
| Puente Al Exito (Fall 2022 Section 1) | Educational Support | Learning Community Center of South Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 18 | 666 | 1 | 0 | 0 | 1 | Capacity Building | UNO Students enrolled in TED 2050: Intro to Teaching ESL classes will participate in a service learning project in collaboration with the Learning Community Center of South Omaha (LCC) for six weeks. UNO students will engage with LCC families weekly to explore topics of educational support, parent resources, and overall wellness to better support their children’s learning careers. UNO students will travel to the LCC for the first session. UNO students will host LCC families on UNO’s Dodge Campus and Scott Campus for tours, educational sessions and a final celebration. P-16 service learning project TED 2050.001 | ||
| Resource Development & Training Presentations (Fall 2022) | Educational Support | Phoenix Academy | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 18 | 216 | 1 | 0 | 0 | 1 | Early Childhood Education | Students in this course will develop their professional communication skills by working with Phoenix Academy seventh and eighth graders. UNO communications students will be creating relevant professional development content to present to the Phoenix students to help them prepare for high school and beyond. P-16 service learning project CMST 3130.001 | ||
| Business Luncheon (Fall 2022) | Educational Support | Life Launch Academy | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 8 | 180 | 1 | 0 | 0 | 1 | Education | CMST 3130 students learn about business etiquette in class and from Mary Beth Budz from Life Launch. They use their new skills to teach other UNO students at a large-scale event in MBSC about business etiquette with opportunities to network with commuity business professionals. Traditional service learning project CMST 3130.860 | ||
| Enrichment for Zoo Field Trips (Fall 2022) | Educational Support | Learning Community Center of South Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 52 | 3,926 | 1 | 0 | 0 | 1 | Capacity Building | This material is provided by University of Nebraska at Omaha’s Teaching Education 4290 “Science and Math in ECE” instructed by Dr. Melany Spiehs. This project was supported by the University of Nebraska at Omaha’s Service Learning Academy, housed in the Community Engagement Center (CEC) on Dodge Campus. The students who created this material are teacher candidates that also engaged in individual practicums in the Omaha community where they connected this knowledge base. The focus of this resource is to position a field trip to the Henry Doorly Zoo as a mechanism for amplifying the rich inquiry-based learning that is occurring in your classroom. These materials are provided to support the teacher and learners before, during, and after the field trip by incorporating STEM concepts and principles. P-16 service learning project TED 4290.001 & .002 | ||
| Puente Al Exito (Fall 2022 Section 2) | Educational Support | Learning Community Center of South Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 7 | 259 | 1 | 0 | 0 | 1 | Early Childhood Education | UNO Students enrolled in Intro to Teaching ESL classes will participate in a service learning project in collaboration with the Learning Community Center of South Omaha (LCC) for six weeks. UNO students engage with LCC families weekly to explore topics of educational support, parent resources, and overall wellness to better support their children’s learning careers. UNO students travel to the LCC for the first session. UNO students will host LCC families on UNO’s Dodge Campus and Scott Campus for tours, educational sessions and a final celebration. p-16 service learning project TED 2050.002 | ||
| Connecting Through Culture (Fall 2022) | Arts, Culture and Humanities | Benson High School, Omaha Public Schools | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 7 | 42 | 1 | 17 | 110 | 1 | Education | UNO students that are teacher candidates visit Benson High School two times each to observe the Benson ESL class that discusses culture and personal immigration stories. They sit in to listen to presentations and provide any insight on what culture means around the world. UNO students helped the ESL students learn what culture is and how to feel more confident expressing their culture in the classroom. This allows the UNO students to practice teacher education skills in real time. UNO students come to a final celebration to celebrate with students on their findings and personal interviews with someone they know about culture. P-16 service learning project TED 2050.002 | ||
| GEOG 1020 Redlining (Fall 2022) | Social Justice | Benson High School, Omaha Public Schools | Geography & Geology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 23 | 667 | 1 | 70 | 700 | 2 | Capacity Building | GEOG 1020 assists Benson HS students with comparing historical Redlining maps and current COVID data. p-16 service learning project GEOG 1020.860 | ||
| Supporting your Child’s Social-Emotional Development (Fall 2022) | Health and Wellness | Learning Community Center of North Omaha | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 6 | 138 | 1 | 0 | 0 | 1 | Mental Health | UNO students will provide two sessions to the children and parents at the Learning Community Center of North Omaha on social emotional topics. UNO students will add to curriculum and aim to increase parental engagement and interest. Traditional service learning project PSYC 9560.850 | ||
| Job Analysis (Fall 2022) | Educational Support | Youth Emergency Services | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 9 | 198 | 1 | 0 | 0 | 1 | Capacity Building | UNO students will be divided into three groups and paired with an organization to conduct job analysis through interviews. The students will come together at the end of the semester and give a presentation on their findings in how the company can implement changes with each job description. The organization Y.E.S. has four positions that they would like students to analyze. Traditional service learning project PSYC 9660.001 | ||
| Laboratory in Psych (Fall 2022 Section 1) | Educational Support | Omaha Henry Doorly Zoo & Aquarium | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 13 | 351 | 1 | 0 | 0 | 1 | Wildlife/Animal Welfare | UNO Students will explore animal behavior at the Omaha's Henry Doorly Zoo and Aquarium. The project will start in October, where students will visit the Zoo to learn about four species. The student will spend time researching and learn about enrichment. Traditional service learning project PSYC 4024.001 | ||
| Soil and Water Analysis (Fall 2022) | Environmental Stewardship | City Sprouts, North High, Omaha Public Schools | Geography & Geology, Service Learning Academy (SLA) | None | None | None | Fall | 2022-23 | Fall | 2022-23 | 20 | 160 | 1 | 45 | 270 | 2 | STEM/STEM Education | Honor students from North High School will partner with UNO students to conduct a soil analysis and water quality report. Students will focus on lab skills and techniques while researching how the water quality differs in various zip codes. P-16 service learning project GEOL 4330.001 | ||
| Adopt a Classroom (Fall 2022) | Educational Support | Washington Elementary, Omaha Public Schools | Service Learning Academy (SLA), Success Academy | Service Learning | Mentoring | None | Fall | 2022-23 | Fall | 2022-23 | 12 | 144 | 1 | 40 | 120 | 1 | Civic and Political Engagement | This project is a yearlong project where UNO Young Scholars have partnered with fourth-grade students from Washington Elementary School. This project reinforces the goals of the Young Scholars to perform service in the community that coincides with their college experience while also allowing early college exposure to fourth grade students. P-16 service learning project | ||
| Laboratory in Psych (Fall 2022) | Educational Support | Omaha Henry Doorly Zoo & Aquarium | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 0 | 210 | 1 | 0 | 0 | 1 | Wildlife/Animal Welfare | UNO Students will explore animal behavior at the Omaha's Henry Doorly Zoo and Aquarium. The project will start in October, where students will visit the Zoo to learn about four species. The student will spend time researching and learn about enrichment. Traditional service learning project PSYC 4280.860 | ||
| Religion and Human Rights (Fall 2022) | Arts, Culture and Humanities | Intercultural Senior Center, Tri-Faith Initiative | Philosophy and Religious Studies, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 25 | 237 | 1 | 0 | 0 | 2 | Capacity Building | The project is built around service in the Tri-Faith orchard, integrated with learning about intersections between space and land use, interreligious dialogue, sustainability, and concern for human rights. In the classroom, the students studied topics including indigenous rights and land as well as human rights in general. Traditional service learning project RELI 2020.001 | ||
| Winter Festival (Fall 2022) | Social Justice | Autism Society of NE | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 10 | 245 | 1 | 0 | 0 | 1 | Develop./Physical Disability | UNO speech-language pathology (SLP) graduate students had the opportunity to engage in a service learning project encompassing interdisciplinary collaboration with Creighton occupational therapy (OT) students. UNO and Creighton students designed activities for participants on the autism spectrum to build upon various gross motor and speech skills during the Autism Society of Nebraska (ASN) Winter Festival. UNO graduate students applied knowledge gained through course content and presentations to this project. P-16 service learning project CDIS 8540.001 | ||
| 2023 MLK Day of Service: 2022-23 (2780) | Social Justice | Hope Center For Kids, Open Door Mission, Project harmony, Refugee Empowerment Center, Siena Francis House, Stephen Center, WhyArts, Women's Center for Advancement, Youth Emergency Services | Volunteer and Civic Engagement Programs | Volunteering | Volunteerism | None | Spring | 2022-23 | Spring | 2022-23 | 30 | 120 | 0 | 10 | 0 | 110 | Inclusion, Diversity & Equity | Students, faculty, staff, and community partners are invited to participate in UNO's 2023 Martin Luther King Jr. Day of Service. 2023 Theme "Beloved Community" - Dr. King's philosophy is that a beloved community is one where economic and social justice is inclusive and provides everyone the ability to live a high quality of life. • Number of Total Volunteer Participants = 150 • Number of Community Organizations Served = 8 • Number of UNO Students/Staff/Faculty/Alumni = 55 • Volunteer Representation across the Omaha Community : Volunteers were a part of 11 Unique Community Organizations | ||
| Sharing Books and Stories (Fall 2022) | Educational Support | Hartman Elementary School, Omaha Public Schools | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 13 | 227 | 1 | 0 | 0 | 1 | Early Childhood Education | This service learning project for speech-language pathology (SLP) graduate students was centered around supporting emerging literacy and language development in Hartman Elementary preschool. SLP students crafted a 15-minute activity that revolved around a children’s book; the activity incorporated lessons from class content. P-16 service learning project CDIS 8590.001 | ||
| Civil Justice (Fall 2022) | Social Justice | Spark CDI | Engineering and Construction, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 38 | 38 | 1 | 0 | 0 | 1 | Inclusion, Diversity & Equity | CIVE 101.001 students will better understand the role that civil engineers have on communities by exploring the history of redlining in Omaha. Students will create a mapping and/or planning project after touring the Undesign the Redline exhibit and hearing about the history of redlining from SLA’s very own, Terri Crawford. Traditional service learning project CIVE 101-001 | ||
| Making a Playful City (Fall 2022 Section 1) | Educational Support | Girls Inc. | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 26 | 195 | 1 | 0 | 0 | 1 | Early Childhood Education | Students are a part of Play in Early Childhood Inclusive Education. In this project UNO students will develop an understanding of children in play; an understanding of cognitive, social, and communicative stages related to developmental theory through play. P-16 service learning project TED 2350-001 | ||
| Making a Playful City (Fall 2022 Section 2) | Educational Support | Girls Inc. | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 26 | 195 | 1 | 0 | 0 | 1 | Early Childhood Education | Students are a part of Play in Early Childhood Inclusive Education. In this project UNO students will develop an understanding of children in play; an understanding of cognitive, social, and communicative stages related to developmental theory through play. P-16 service learning project TED 2350-002 | ||
| Space and Awareness (Fall 2022) | Arts, Culture and Humanities | Canopy South | Honors Program, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 19 | 247 | 1 | 0 | 0 | 1 | Humanities | Students will develop their ability to situate themselves in space and place by considering how they exist in and are therefore constituted by their own context. Students will consider what it means to share space, public space in particular. They will be introduced to various conceptualizations of community and responsibility, conceptualizations that will add to direct engagement with place. Traditional service learning project HONR 1130-099 | ||
| Persuasion and Social Influence (Fall 2022) | Economic Impact | City Sprouts, Omaha Bridges Out of Poverty | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 21 | 336 | 0 | 0 | 0 | 0 | Poverty | This project will focus on working with community partners whose primary mission is to work with those in the community who are experiencing poverty. Students will use theories learned in class along with research to provide an analysis of partner campaign or website content to provide feedback for improvement. Students serve as consultants to organizations and provide feedback to client. This project will prioritize poverty in our community. Students will review identified written materials (reports, fliers, website, campaign materials, etc.). They will develop a video presentation that will be shared with the organization that will include a summary of their recommendations as well as a case for support for their organization. The class will vote on one of the organizations who will receive the $1,000 MPI grant. MPI service learning project CMST 4510.001 | ||
| Leadership and Community (Fall 2022): 2022-23 (2787) | Educational Support | Food Bank for the Heartland | Educational Leadership, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 20 | 460 | 1 | 0 | 0 | 1 | Leadership and Mentoring | Scholars will select one organization to partner with and develop a project that meets the organization's needs. Students must have a minimum of 20 -25 hours of service-learning project (SLP) time during the semester. Service hours will be integrated into class time throughout the semester, though students will have to complete some of the required hours outside of the designated class time. A capstone project presentation will provide an overview of the community partner, its mission, and what leadership skills and strategies students utilized to assist the partner throughout the semester. MPI service learning project EDL 2590.099 | ||
| Entrepreneurial Selling (Fall 2022) | Economic Impact | Grow Nebraska Women's Business Center, Metro Omaha Women's Business Center, Nebraska Enterprise Fund | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 19 | 817 | 1 | 0 | 0 | 3 | Business/Business Development | Students will work in small groups with a member/real business owner from one of these organizations where in the end, they will develop a Sales Plan for their partner. They will be meeting 3 times in class over the semester with the non profits. Each non profit will prepare a 45 minute workshop presentation to have the partnership be a give/get relationship. At the end of the semester, the students will vote for one organization to receive the $1000 grant. MPI service learning project ENTR 4760.001 | ||
| Foundations in Public Health (Fall 2022): 2022-23 (2789) | Health and Wellness | Child Saving Institute, Project harmony | Health and Kinesiology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 43 | 1,118 | 0 | 0 | 0 | 0 | Wellness, Aging, Business | Students will work in small groups with select community partners during the second half of their semester for their final course project. With this project, UNO Students will create a project based on the needs of that organization. Students will be learning about service leadership and will present how they used leadership/course content in their service work. Students will also spend 16-20 hours in service, depending on your organization's needs. At the end of the semester, students will vote for one organization to receive the $1000 grant. MPI service learning project PHHB 1500.850 | ||
| African American Psychology (Fall 2022): 2022-23 (2790) | Social Justice | Boys and Girls Club of the Midlands, Culxr House, Urban League of Nebraska | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 35 | 385 | 0 | 0 | 0 | 1 | Inclusion, Diversity & Equity | The purpose of this project is for UNO college students to develop their understanding of African American psychology through the student philanthropy model of service learning. UNO students are seeking organizations that are Black-led and Black-focused. Students will work with select community partners during the semester for their final course project. With this project, UNO students will be required to volunteer for a minimum of 5 hours and do something tangible in the community. Volunteer opportunities will be based on the needs of the organization. Students will be learning about service leadership and will present how they used leadership/course content in their service work. For the final presentation, students will do their own independent research into the organization and present that along with their experiences volunteering for the organization of their choice. At the end of the semester, students will vote for one organization to receive the $1000 grant. MPI service learning course PSYC 4150.850 | ||
| Art Appreciation (Fall 2022): 2022-23 (2791) | Social Justice | Bemis Center for Contemporary Arts, Durham Museum, El Museo Latino, Kaneko, The Union for Contemporary Art | Fine Arts, UNO Libraries, Weber Fine Arts Gallery | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 21 | 462 | 0 | 0 | 0 | 0 | History | Throughout the semester, students will visit various art organizations in the local community. They will then discuss the organizations' missions, venue, areas of improvement. etc. At the end of the semester, the class will then vote for one organization to receive the $1000 MPI grant. MPI service learning project ART 1010.99 | ||
| Small Group (Fall 2022 Section 001): 2022-23 (2792) | Educational Support | CenterPointe, Culxr House, Phoenix Academy, Stephen Center, Survivors Rising | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 24 | 504 | 0 | 0 | 0 | 5 | Other | Students will be divided into 4 groups, with each group working with one non-profit. Students will be responsible for finding organizations through ShareOmaha. The students will then reach out to the nonprofit of their choice and initiate contact. Students will work on a research paper based on the non-profit and what the non-profit does for the community. The students will then interview the nonprofit. Students will then work on a campaign on social media to help the non-profit reach their goals. Lastly, at the end of the semester, the students will vote for one nonprofit to receive the $1000 grant.. MPI service learning project CMST 2410.001 | ||
| Foundations of Public Speaking (Fall 2022 Section 023): 2022-23 (2793) | Educational Support | Civic Nebraska, Omaha Street School, Stand for Schools, The Wellbeing Partners | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 25 | 525 | 0 | 0 | 0 | 4 | Education | 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. At the end of the semester, the students will vote for one organization to recieve the $1000 grant. MPI service learning project CMST 1110.023 Foundations of Public Speaking (Fall 2022 Section 023) | ||
| Foundations of Public Speaking (Fall 2022 Section 043): 2022-23 (2794) | Educational Support | Civic Nebraska, Omaha Street School, Stand for Schools, The Wellbeing Partners | Communication, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 25 | 275 | 0 | 0 | 0 | 4 | Education | 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 service learning project CMST 1110.043 Foundations of Public Speaking (Fall 2022 Section 043) | ||
| College Conversations (Fall 2022): 2022-23 (2795) | Educational Support | Jackson Elementary School, Omaha Public Schools | Service Learning Academy (SLA), Success Academy | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 19 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education | UNO Success Academy students collaborate with 6th grade students from Jackson Elementary. The gathering includes presentations, a campus tour, and conversations about college. P-16 service learning project US 1010.002 | ||
| Digital Marketing Communications (Fall 2022): 2022-23 (2796) | Educational Support | Everyday Science and Science Support | Marketing and Entrepreneurship, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 16 | 208 | 0 | 0 | 0 | 0 | For NebDev LLC, UNO students will work in small groups as a "consulting firm" to create a new digital presence for the brand. Groups will then "pitch" their strategy to NebDev LLC at the end of the semester. For Everyday Science, UNO students will work in small groups to evaluate Everyday Science's current digital marketing efforts, develop a digital marketing plan, and write a letter with the purpose of explaining why and how the strategy needs to be improved. Groups will then present their strategy. Traditional service learning project MKT 3360.001 | |||
| Social Media Marketing (Fall 2022): 2022-23 (2797) | Educational Support | Everyday Science and Science Support, SAC Museum | Marketing and Entrepreneurship, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 23 | 299 | 0 | 0 | 0 | 2 | Business/Business Development | For the SAC Museum, UNO students will work in small groups as a "consulting firm" to run an 11-week social media campaign for the brand. Groups will then "pitch" their strategy to the SAC Museum at the end of the semester. For Everyday Science, UNO students will work in small groups to audit the company's current social media marketing efforts, develop a social media marketing plan, and write a letter with the purpose of explaining why and how the strategy needs to be improved. Groups will then present their strategy. Traditional service learning project MKT 3370.001 | ||
| Principles of Marketing (Fall 2022): 2022-23 (2798) | Educational Support | Omaha Skills Connection | Marketing and Entrepreneurship, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2022-23 | Fall | 2022-23 | 40 | 560 | 0 | 0 | 0 | 0 | Develop./Physical Disability | For Omaha Skills Connections, UNO students will provide marketing support (specifically regarding branding, recruiting job seekers, and recruiting employers). Traditional service learning project MKT 3310.820 | ||
| Principles of Marketing (Fall 2022): 2022-23 (2799) | Educational Support | Omaha Skills Connection | Marketing and Entrepreneurship, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 40 | 560 | 0 | 0 | 0 | 0 | Capacity Building | For Omaha Skills Connections, UNO students will provide marketing support (specifically regarding branding, recruiting job seekers, and recruiting employers). Traditional service learning project MKT 3310.820 | ||
| Communication and Leadership (Fall 2022): 2022-23 (2800) | Educational Support | Urban League of Nebraska | Engineering and Construction, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 45 | 450 | 0 | 8 | 8 | 0 | Capacity Building | Students enrolled in ENGR 100 (Interpersonal Skills for Engineers) will teach topics related to their coursework to 5th and 6th grade students from the CLC After-School Program at Franklin Elementary School. UNO students are paired off into small teams and each team will get the opportunity to practice their topic presentation one week before they are asked to go to Franklin and work with the elementary students. P-16 service learning project ENGR 100.002 | ||
| Introduction to Translation (Fall 2022): 2022-23 (2801) | Educational Support | Field Club Elementary, Omaha Public Schools | Foreign Languages, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2022-23 | Fall | 2022-23 | 25 | 250 | 0 | 0 | 0 | 0 | Education | UNO students will attend parent-teacher conferences at Field Club Elementary to translate when necessary. P-16 service learning project SPAN 4060.850 | ||
| 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. | ||
| 2023 February 60 Minutes of Service: 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. |