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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Zoo Project 19/20 (Fall 2019): 2019-20 (1169) | Economic Impact, Environmental Stewardship, Social Justice | Omaha Henry Doorly Zoo & Aquarium, St. James/Seton School | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 9 | 90 | 0 | 61 | 198 | 0 | Food and Water Security, Gender Equality | Students from Dr. Strasser's Animal Behavior Lab partner with Mrs. Brown's 61 sixth grade students and the Omaha Zoo. Students research an assigned animal and collect behavioral data at the zoo. | ||
| Marching Band Buddies (Fall 2019): 2019-20 (1170) | Arts, Culture and Humanities, Educational Support | Western Hills Elementary, Omaha Public Schools | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 11 | 33 | 0 | 11 | 3 | 0 | Music/Dance | College band students from Josh Kearney’s MUS 3610 partner up with a 6th grade students from Western Hills Elementary. Students learned marching band techniques taught by UNO students and built relationships with UNO students. The college students also get to develop their teaching skills during this interaction. | ||
| Communication and Leadership (Fall 2019): 2019-20 (1171) | Educational Support | Completely Kids, Field Club Elementary, Omaha Public Schools | Engineering and Construction, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 48 | 2,736 | 0 | 15 | 202 | 0 | Literacy, Leadership and Mentoring | Freshmen UNO students from Dr. Stu Bernstein's ENGR1000, Interpersonal Skills for Engineering Leaders course will teach topics related to their coursework to fifth grade students from Field Club Elementary School on Wednesday evenings. Throughout the project, both UNO and Field Club students will reflect on the project, documenting their learnings to be compiled into a hard-cover book. Learnings will be shared with parents of Field Club students at a final celebration. | ||
| Wildlife Safari Water Quality (Fall 2019): 2019-20 (1172) | Educational Support, Environmental Stewardship | Northwest High School, Omaha Public Schools, Omaha Henry Doorly Zoo & Aquarium | Chemistry, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Spring | 2019-20 | 4 | 88 | 0 | 27 | 270 | 0 | STEM/STEM Education, Clean Water/Water Management, Wildlife/Animal Welfare, Climate and Sustainability | Students from Dr. Dana Richter-Egger's CHEM1180 course alongside Ms. Rachel Benzoni's AP/Honors Chemistry class from Northwest High School are parterned with Omaha's Henry Doorly Zoo to test water quality at Wildlife Safari Park. Both student groups will meet at Wildlife Safari Park two times to sample and observe baseline water at multiple on-site ponds. Students will meet at UNO in November to discuss findings as they pertain to the project. | ||
| Food Systems (Fall 2019): 2019-20 (1173) | Economic Impact, Environmental Stewardship | Bryan High School, Omaha Public Schools | Service Learning Academy (SLA), Sustainability | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 25 | 175 | 0 | 25 | 50 | 0 | Food and Water Security, Waste, Gardens/Plantlife, Climate and Sustainability | Students from Professor Farrah Grant's Intro to Sustainability Course are parterned alongside students from Omaha Bryan High School to learn and discover the means to create a sustainable food environment within the Omaha Area. UNO students will meet with No More Empty Pots and will visit Omaha Bryan's state of the art agricultural center. Both student groups are collaborating online throughout the semester to discuss their findings and research questions. | ||
| 24th St Cookbook (Fall 2019): 2019-20 (1174) | Economic Impact, Social Justice | South High Magnet, Omaha Public Schools, Together Inc | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 10 | 350 | 0 | 25 | 525 | 0 | Food and Water Security, Disadvantaged Populations, Economic Sufficiency Awareness | UNO students along with Omaha South High Art students will create a cookbook from collected recipes and stories from community members accessing te food pantry at Together Inc. SOWK1500820/Social Work and Civic Engagement. P-16 Project. | ||
| Food For Thought (Fall 2019): 2019-20 (1175) | Economic Impact, Educational Support, Health and Wellness | Adams Park Community Center, Blackburn Alternative High School, Omaha Public Schools | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 5 | 150 | 0 | 4 | 160 | 0 | Food and Water Security, Leadership and Mentoring, Gerontology | Food for Thought is a long-term service learning project that connects the culinary program at Blackburn with the senior programming at Adam's Park. Blackburn students along with UNO students will creat a weekly meal for the seniors at AP. | ||
| Heartland Family Services - Family Works (Fall 2019): 2019-20 (1176) | Educational Support, Health and Wellness, Social Justice | Heartland Family Services | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 5 | 110 | 0 | 0 | 0 | 0 | Early Childhood Education, Substance Abuse, Civic and Political Engagement | UNO students will be working with group facilitators to co-facilitate and direct a parenting class group and a family group. UNO students will assist with infant/toddler care, school age kids club, and observing staff facilitated parenting classes. | ||
| Sound Health (Fall 2019): 2019-20 (1177) | Arts, Culture and Humanities, Health and Wellness | Millard North High School, Millard Public Schools, University of Nebraska Medical Center | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 15 | 60 | 0 | 33 | 594 | 0 | Mental Health, Medical Services, Music/Dance | Sound Health; Bringing Music to Medicine is a Service Learning component of MUS 1000, an all-music student convocation. The Service Learning component for UNO students includes guest lectures, readings, and collaboration at Millard North HS (MNHS) during which time UNO music students will mentor and work with MNHS students under the guidance of Debbie Martinez and Mary Perkinson. Students at MNHS and UNO will prepare a program that will be performed collaboratively at UNMC Cancer Center on 12/4. | ||
| Ethnic Diversity 19/20 (Fall 2019): 2019-20 (1179) | Educational Support, Social Justice | Girls Inc. | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 12 | 246 | 0 | 60 | 120 | 4 | Inclusion, Diversity & Equity, Youth Programming, Social Justice Awareness | UNO students from Instructor Lequisha Sims’s Ethnic Diversity course work with Girls Inc.’s participants in groups: kindergarten-3rd grade, 4th-7th grades, and 8th- 9th grades. They will work together to enhance their understanding of cultural identity. | ||
| Nathan Hale FLC (Fall 2019): 2019-20 (1180) | Educational Support, Social Justice | 75 North, Nathan Hale Middle School, Omaha Public Schools | Freshman Leadership Council, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 25 | 312 | 0 | 49 | 661 | 0 | Civic and Political Engagement, Youth Programming, Leadership and Mentoring, Social Justice Awareness | UNO’s Freshman Leadership Council (FLC) students will work with 7th and 8th grade students from Nathan Hale students. They will learn leadership and community engagement/participation through service activities for Seventy Five North. | ||
| Westside Boys and Girls Club (Fall 2019): 2019-20 (1181) | Educational Support | Westside Boys and Girls Club | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 15 | 184 | 0 | 15 | 184 | 0 | Literacy, Youth Programming, Leadership and Mentoring | Dr. Brian McKevitt's Psychology in the Schools course students will attend the Westside Boys and Girls Club and will individually partner with elementary students throughout the semester. UNO students will work to improve the reading levels of the youth through 1-on-1 mentorship and tutoring very week. This project also allow students the opportunity to practice youth assessment, mentoring, and communication. | ||
| Adopt A Classroom (Fall 2019): 2019-20 (1182) | Educational Support | Washington Elementary, Omaha Public Schools | Service Learning Academy (SLA), Young Scholars Program | Service Learning | Course | None | Fall | 2019-20 | Spring | 2019-20 | 13 | 26 | 0 | 40 | 40 | 0 | Literacy, Leadership and Mentoring | UNO Young Scholars, under the direction of Aaron Krueger, will collaborate with Ms. Jennifer Magnuson-Stessman's fourth-grade students from Washington Elementary School. The students will be involved in a back and forth dialogue relating to the college experience. Washington Elementary students will write letters to their UNO partners and be able to ask about their first years at UNO. Young Scholars will travel to Washington Elementary School to have a panel for Q&A questions from the fourth graders. | ||
| Reading Buddies (Fall 2019): 2019-20 (1183) | Educational Support | Omaha Street School | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 21 | 147 | 0 | 30 | 150 | 0 | Literacy, Youth Programming, Leadership and Mentoring | UNO students from Dr. Imafedia Okhamafe's Autobiographical Reading and Writing class will work with students from Omaha Street School. Students will strengthened their ability to be analytical and creative, by reading a book (Opportunity Comes to Those Who Are Prepared for It) and generate conversational questions. Together, students will create a Ball Pith event, which provide an opportunity for students to interact with the public. Students will also learn communication skills as well as working in groups and breaking barriers. | ||
| Maverick-Falcon Math Partnership (Fall 2019): 2019-20 (1184) | Educational Support | R.M. Marrs Magnet Center, Omaha Public Schools | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 28 | 112 | 0 | 27 | 169 | 0 | Youth Programming, Leadership and Mentoring | Dr. Michael Matthews class (Math for Elementary Teachers) from UNO will collaborate with Mary Kilnoski’s fifth graders of Marrs, to solve Math problems. This activity will take place once every month with the use of media and on the last day of the project students will get together to celebrate their success and have reflection. | ||
| Career Prep TLC (Fall 2019): 2019-20 (1185) | Economic Impact, Educational Support | NorthStar Foundation | Service Learning Academy (SLA), Thompson Learning Community | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 40 | 80 | 0 | 34 | 68 | 0 | Employment and Workforce, Youth Programming, Leadership and Mentoring | TLC will work with North Star Foundation's high school students on professionalism, resumes, and other career skills. Participants will get to know one another through google hang outs, writing back and forth through Google Docs by answering questions prepared by TLC students. Students will celebrate their work together with select students sharing their resumes at a final celebration at MCC | ||
| JROTC Leadership (Fall 2019): 2019-20 (1186) | Educational Support | Millard South High School, Millard Public Schools, Together Inc | Air Force ROTC, Arnold Airforce Society, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 18 | 297 | 0 | 25 | 250 | 0 | Civic and Political Engagement, Youth Programming, Leadership and Mentoring | Students from UNO’s ROTC Arnold Society (an Air Force Service Society) work on providing exposure to the UNO ROTC program to MSHS JROTC juniors and seniors. JROTC students came to campus, learned about the ROTC program, received information about scholarships and admissions; they received tours of campus and participated in ROTC-led leadership activities. At Together, MSHS JROTC participated and assisted in removing the garden for a parking lot install. A second project event is scheduled for Spring 2020 | ||
| Live Well Omaha Kids (Fall 2019): 2019-20 (1187) | Educational Support, Health and Wellness | Gateway Elementary School, Omaha Public Schools, Live Well Omaha Kids | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 3 | 114 | 0 | 116 | 1,798 | 0 | Holistic Wellness, Youth Programming, Leadership and Mentoring, Physical Fitness | UNO students will develop activities for Live Well Omaha Kids 5, 4, 3, 2, 1 Initiative. UNO Students will meet with 6th grade students with Live Well Omaha Kids (Gateway?) to determine activities that 6th grade students are interested in leading around activity and healthy behaviors. UNO Students will then develop lessons and teach the lessons to leaders in the 6th grade classes. During “Day of Play”, students from Gateway will come to campus to play the activities that students designed. | ||
| Culture Fest (Spring 2020): 2019-20 (1188) | Arts, Culture and Humanities, Educational Support, International Service, Social Justice | Beveridge Magnet Middle School, Omaha Public Schools, South High Magnet, Omaha Public Schools | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 41 | 574 | 0 | 169 | 2,028 | 0 | Inclusion, Diversity & Equity, Youth Programming, Music/Dance, Art, History | CultureFest celebrates Omaha's rich cultural diversity. As a collaboration among the UNO Service Learning Academy, Beveridge Magnet Middle School and South Magnet High School, this event features food, music, art, performances, booths, activities and prizes for the community to enjoy. | ||
| FITGirl Inc. (Spring 2020): 2019-20 (1189) | Educational Support, Health and Wellness | FitGirl, Inc. | Information Systems and Quantitative Analysis, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 8 | 240 | 0 | 8 | 8 | 0 | Youth Programming, Health Awareness, Physical Fitness | Peter Kiewit Middle School and UNO faculty member Sachin Pawaskar’s UNO Information Science & Technology course will collaborate on FITGirl Inc.'s new mobile website. Peter Kiewit students will provide their recommendations to UNO students on how the website can be improved before its official launch later this year. | ||
| Senior Prom (Spring 2020): 2019-20 (1190) | Educational Support, Health and Wellness | AARP, Civic Nebraska, Lewis and Clark Middle School, Omaha Public Schools | Gerontology, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 24 | 48 | 0 | 24 | 96 | 0 | Youth Programming, Gerontology | UNO students from Professor Lyn Holley’s Intro to Gerontology (GERO2000) would work together with G.I.V.E. students from Lewis and Clark Middle School to discuss themes and plan for the Senior Prom. UNO students will have an opportunity to work with Civic Nebraska twice a week in Lewis and Clark G.I.V.E. program on preparing senior prom project. At prom, students would set up activities and food to celebrate the event. Due to remote learning, UNO and G.I.V.E. students will write poems about generations and submit them into an online contests and UNO online. | ||
| Sustainable Material Management (Spring 2020): 2019-20 (1191) | Educational Support, Environmental Stewardship | Northwest High School, Omaha Public Schools | Environmental Studies, Service Learning Academy (SLA), Sustainability | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 2 | 14 | 0 | 12 | 0 | 0 | Civic and Political Engagement, Waste, Youth Programming, Climate and Sustainability | Students from Professor Steve Rodie’s Landscape Appreciation course and Ms. Rachael Arens’ Omaha Northwest AP Environmental Science students jointly gathered information in the Fall 2019 semester on the City of Omaha’s potential plastic bag ban ordnance. On January 30th, students testified to the LB 905 bill committee in Lincoln at the State Capitol in favor of a plastic bag ban. | ||
| College Prep and Family Learning SP20 (Spring 2020): 2019-20 (1192) | Educational Support | Learning Community Center of South Omaha | Educational Leadership, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 29 | 580 | 0 | 25 | 0 | 0 | Leadership and Mentoring | UNO students from Marianna Cruz's Introduction to Teaching ESL course will visit the Learning Community Center of South Omaha (LCC). They will meet their assigned families for the first time. Students will lead icebreaker activities get to know their assigned families. Throughout the course of the fall semester, UNO students will curate learning plans and share helpful resources to guide the families in college preparedness. This provides an opporunity for the UNO students to implement what they are learning in the classroom. Due to remote learning UNO students will create 3 videos that will be shared with LCC and families via YouTube. | ||
| Tough Conversations (Spring 2020): 2019-20 (1193) | Educational Support, Social Justice | The Union for Contemporary Art, Uta Halee Academy | Psychology, Service Learning Academy (SLA), Thompson Learning Community | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 25 | 400 | 0 | 25 | 225 | 0 | Disadvantaged Populations, Inclusion, Diversity & Equity, Civic and Political Engagement, Youth Programming, Social Justice Awareness | UNO's Intro to Psychology (Thompson Learning Community)and Uta Halee students will work together to create podcasts for The Union for Contemporary Art’s Undesign the Redline around identified topics from The Union. The focus will be “How to have tough conversation around the identified topics.” Eachpodcast will be approximately 5 minutes. The goal of this project is to teach how to have tough conversations by setting up norms and ground rules. | ||
| The Shape of Collaboration (Spring 2020): 2019-20 (1194) | Arts, Culture and Humanities, Educational Support, Health and Wellness | Autism Society of NE, Black Elk | Educational Leadership, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 19 | 285 | 0 | 25 | 250 | 0 | STEM/STEM Education, Develop./Physical Disability, Art | Graduate students from UNO Instructor Tami Williams’ Educational Leadership course collaborated with Ms. Danielle Elsasser’s 5rd grade students from Black Elk Elementary and adults with autism from the Autism Center of Nebraska (ACN). This project allowed the elementary students to foster relationships between themselves, UNO grad students, and the clients from ACN through the creation of STEAM based collaboration activities. Some of these activities included making origami, slime, and tinker toys. UNO students benefited by the gained experience of making lesson plans and working with students and adults with disabilities. To culminate the project, origami butterflies that were made during the project were hung on light up trees and given to Black Elk and ACN. | ||
| Redlining Conversations (Spring 2020): 2019-20 (1195) | Economic Impact, Educational Support, Social Justice | Crestridge International Studies and Dual Language School, Inclusive Communities | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 24 | 984 | 0 | 25 | 200 | 0 | Poverty, Youth Programming, Leadership and Mentoring, Social Justice Awareness | Students from Dr. Germaine Huber's Multicultural Education Course are partnered with Mr. Craig Wiles' 5th Grade Students from Crestridge Elementary to discuss the impact of redlining in the Omaha community. Both student groups are working alongisde Robbie Summers with Inclusive Communities to create a final poster presentation based upon 8 different components of redlining. | ||
| Communication & Leadership: 2019-20 (1196) | Educational Support | Completely Kids, Field Club Elementary, Omaha Public Schools | Engineering and Construction, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 14 | 588 | 0 | 15 | 0 | 0 | Youth Programming, Leadership and Mentoring | Freshmen UNO students from Dr. Stu Bernstein's ENGR1000, Interpersonal Skills for Engineering Leaders course will teach topics related to their coursework to fifth grade students from Field Club Elementary School on Wednesday evenings. Throughout the project, both UNO and Field Club students will reflect on the project, documenting their learnings to be compiled into a hard-cover book. | ||
| JROTC Leadership (Spring 2020): 2019-20 (1197) | Economic Impact, Educational Support | Millard South High School, Millard Public Schools, Together Inc | Air Force ROTC, Arnold Airforce Society, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 5 | 0 | 0 | 0 | 0 | 0 | Food and Water Security, Leadership and Mentoring | This project was canceled due to COVID-19. Students from UNO’s ROTC Arnold Society (an Air Force Service Society) was planning to work on providing exposure to the UNO ROTC program to MSHS JROTC upper class students. JROTC students would have come to campus, and be provided with an overview of the ROTC program, tours of campus and the chance to participate in ROTC-led leadership activities. At Together, MSHS JROTC would have participated and assisted in servicing a regular food pantry for the public and removing their garden for relocation. | ||
| Sustainable Landscapes (Spring 2020): 2019-20 (1198) | Environmental Stewardship | Northwest High School, Omaha Public Schools | Service Learning Academy (SLA), Sustainability | Service Learning | None | None | Spring | 2019-20 | Spring | 2019-20 | 35 | 0 | 0 | 0 | 0 | 0 | Gardens/Plantlife, Climate and Sustainability | This project was canceled due to COVID-19. UNO Class will join Lewis and Clark Middle School to design butterfly garden and then build the garden. Students will learn both part of the project. | ||
| Blackstone Project (Spring 2020): 2019-20 (1199) | Arts, Culture and Humanities, Educational Support | Blackstone Business Association, Ralston High School | Honors Program, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | History | This project was canceled due to remote learning. Students from Ralston High School worked with UNO students to do research and collect information about the history of 53 businesses that located in the Blackstone Area. The GA for the Honors course, Danial Faisal, will work with all the students to put all the findings into an app or website where it will be available to the Blackstone Business Association. | ||
| Black Experiences in America (Spring 2020): 2019-20 (1200) | Educational Support, Social Justice | Benson High School, Omaha Public Schools, Malcolm X Memorial Foundation | Black Studies, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 26 | 52 | 0 | 21 | 0 | 0 | Raise Awareness, Social Justice Awareness | This Projects was canceled due to the transition to remote learning. UNO students from Professor Preston Love’s class, Black Experience In American Politics (BLST3120), will be visiting students from Mr. Josh Jablonski’s American Government Class at Benson High School to discuss about their service learning project and Black voting rights, etc. They will also be visiting Malcolm X Foundation and participate in service to your foundation while there. | ||
| Maverick Falcon Math (Spring 2020): 2019-20 (1201) | Educational Support | R.M. Marrs Magnet Center, Omaha Public Schools | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 24 | 120 | 0 | 25 | 0 | 0 | Youth Programming, Leadership and Mentoring | Dr. Michael Matthews class (Math for Elementary Teachers) from UNO will collaborate with Mary Kilnoski’s fifth graders of Marrs, to solve Math problems. This activity will take place once every month with the use of media and on the last day of the project students will get together to celebrate their success and have reflection. | ||
| LCC SLP (Spring 2020): 2019-20 (1202) | Educational Support | Learning Community Center of South Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 20 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Literacy, Leadership and Mentoring | This project was canceled due to remote learning. UNO students in Dr. Mitzi Ritzman’s Early Language Development course (SPED 4420) made home visits with LCC Navigators to families that the Learning Community Center of South Omaha (LCC) serves. Students came uo work with small children, with a fop with individualized interaction plans tcus on language and literacy, and shared the information and resources with the families. LCC’s educational navigators worked closely with UNO students on home visits. The UNO students were able to apply their knowledge and skills they learned in the class about developmental milestones and literacy with language components. They shared their home visit experiences at the final celebration. | ||
| Get the Word Out (Spring 2020): 2019-20 (1203) | Educational Support | Blackburn Alternative High School, Omaha Public Schools, Kellom Elementary School | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 15 | 0 | 0 | 36 | 0 | 0 | Youth Programming, Leadership and Mentoring | Due to remote learning this project was not completed. GTWO is an ongoing partnership between Dr. Ritzman’s SPED 4750 Childhood Language Disorders class and Blackburn Alternative Program High School students. Each year, the project has a different focus and community partner. This year, the project focus was with Kellom Elementary. The UNO students taught 5 sessions throughout the semester in either Ms. Colon (English and Yearbook) or Ms. George (Arts and Computer Graphics) classes. SPED 4750 students learned to work hands-on in any type of classroom (“Language is Everywhere”) and Blackburn students received learning assistance in their respective classrooms. As a community partner, Kellom Elementary students worked with UNO students to create a zine of pictures. | ||
| Geology Project (Spring 2020): 2019-20 (1204) | Educational Support, Environmental Stewardship | Prairie STEM, St. James/Seton School | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 3 | 0 | 0 | 32 | 0 | 0 | STEM/STEM Education, Clean Water/Water Management, Leadership and Mentoring, Climate and Sustainability | The project was canceled due to the transition to remote learning. This project is a partnership between Dr. Maher's geology students, Mrs. Brown's 5th grade science students from St. James Seton, and Prairie STEM. Together, the students use technology from Prairie STEM to study what happens to rain water and create a final product that represents their work. The product will be donated to Prairie STEM so they can show it to future students as an example of what projects they can do. | ||
| SNAP Awareness (Spring 2020): 2019-20 (1205) | Economic Impact, Educational Support, Social Justice | Together Inc | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 5 | 0 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Income and Income Equality, Poverty, Economic Sufficiency Awareness, Raise Awareness | This project will bring awareness regarding SNAP benefits through potentially eight podcast conversations concerning community participants, outreach logistics, SNAP state legislation, SNAP efficacy, SNAP and seniors, SNAP and citizens returning from corrections, SNAP and food pantries, and SNAP and retailers. A tour of Together; a session in which we go over what is SNAP and why is it the biggest issue in the fight on hunger; and then the what why and how about the podcasts. The students need to research the topic areas and prepare for discussions with SNAP guests that will make for a good podcast. Students engage in recorded interviews with community participants and experts on a variety of topics. | ||
| Food For Thought (Spring 2020): 2019-20 (1206) | Economic Impact, Educational Support, Health and Wellness | Adams Park Community Center, Blackburn Alternative High School, Omaha Public Schools | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 10 | 180 | 0 | 4 | 30 | 0 | Food and Water Security, Youth Programming, Leadership and Mentoring, Gerontology | Due to the transition to remote learning this project was canceled. Food for Thought is a long-term service learning project that connects the culinary program at Blackburn with the senior programming at Adam's Park. Blackburn students along with UNO students will creatw a weekly meal for the seniors at AP. | ||
| Nathan Hale FLC SP20: (Spring 2020) 2019-20 (1207) | Educational Support, Social Justice | Nathan Hale Middle School, Omaha Public Schools | Freshman Leadership Council, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 22 | 0 | 0 | 53 | 0 | 0 | Inclusion, Diversity & Equity, Youth Programming, Leadership and Mentoring | This project was canceled due to the transition to remote learning. Members of UNO’s Freshman Leadership Council (FLC) worked together with Sara Ridgley’s students from Nathan Hale Middle School’s Student Government. FLC and Nathan Hale students will work together on their ‘Secret Kindness Agents’ project this semester. In this process students will come together to discuss and identify specific activities they will embark on this semester. | ||
| Boys Town Ethics (Spring 2020): 2019-20 (1208) | Economic Impact, Educational Support | Boys Town | Marketing and Entrepreneurship, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 17 | 0 | 0 | 15 | 0 | 0 | Self-Sufficiency, Youth Programming, Leadership and Mentoring, Capacity Building | UNO instructor Dr. Amy Rodie’s Business Ethics course worked alongside Boys Town Day School students to create ethical-scenario-based skits to perform to middle school students at Boys Town. The student groups worked together over the course of five meetings to write the script for the scenarios and create discussion questions for the performance at the end of the project. P-16 Project | ||
| Etiquette Through Music (Spring 2020): 2019-20 (1209) | Arts, Culture and Humanities, Educational Support | Courteous Kids, Western Hills Elementary, Omaha Public Schools | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 13 | 0 | 0 | 22 | 0 | 0 | Youth Programming, Music/Dance | This project was canceled due to the transition to remote learning. UNO Elementary Music Methods students will be teaching etiquette to students at Western Hills Elementary School with the help of community partner Courteous Kids. UNO students will create original piggyback songs, which change the lyrics of popular songs to teach a specific lesson. The students will have the opportunity to use this method to teach important life skills to elementary students. | ||
| Mentoring Forward (Spring 2020): 2019-20 (1210) | Educational Support, Health and Wellness | King Science Magnet, MS Forward | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 25 | 0 | 0 | 20 | 0 | 0 | Youth Programming, Leadership and Mentoring, Health Awareness | UNO’s Cellular and Molecular Neuro-biology class and King Science Health Care Academy will partner with MS Forward Gym to understand the role of genetics in health. Students will engage with and support MS Forward clients while learning key concepts and gaining hands-on health career experience. UNO and King Science students will also reflect on their experiences throughout the semester. | ||
| Dreaming Big (Spring 2020): 2019-20 (1211) | Educational Support, Social Justice | Northwest High School, Omaha Public Schools | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 11 | 0 | 0 | 7 | 0 | 0 | Youth Programming, Leadership and Mentoring, Social Justice Awareness | UNO Social Work students will work with members of the Circle of Friends group from Omaha Northwest High Magnet School. UNO students will develop active listening and rapport-building skills while helping Circle of Friends members create personal goals with objectives, learn new skills, and adapt in social situations. The goal is to allow graduate social work students to learn clinical skills and Circle of Friends members to learn skills to utilize during and after high school. | ||
| Culturefest Dance Collaboration (Spring 2020): 2019-20 (1212) | Arts, Culture and Humanities, Educational Support, Health and Wellness | Beveridge Magnet Middle School, Omaha Public Schools, South High Magnet, Omaha Public Schools | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 1 | 10 | 0 | 11 | 110 | 0 | Youth Programming, Music/Dance | Dancers from UNO’s The Moving Company will be collaborating with Beveridge Middle School and Omaha South High School dance companies on a performance for the ten year anniversary of CultureFest. The choreography by UNO’s Danielle Laurion is inspired by cultures around the world with movement representing water, wind, and other elements of nature. The collaboration provides an opportunity for the middle school, high school, and university dancers to connect with each other and showcase their talents at the CultureFest event. | ||
| Animal Behavior Laboratory (Fall 2019): 2019-20 (1213) | Educational Support, Environmental Stewardship | Nebraska Humane Society | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 8 | 0 | 0 | 0 | 0 | 0 | Wildlife/Animal Welfare | Animal Behavior Lab students work with animals at the Nebraska Humane Society. | ||
| Religion and Human Rights (Fall 2019): 2019-20 (1214) | Arts, Culture and Humanities, International Service, Social Justice | Tri-Faith Initiative | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 25 | 0 | 0 | 0 | 0 | 0 | Human Rights & Trafficking, History | Students will interview members of the community who wish to articulate their narratives about religion and human rights issues, especially those who have immigrated to the U.S. or whose family members did. Interviews will be recorded and Tri-Faith will receive copies of the recordings for use in research and possibly exhibits in their proposed "Empathy Museum." Students will present and summarize the interviews at a closing celebration at which interviewees will be present and their contributions honored. | ||
| Introductions to World Religons: 2019-20 (1215) | Educational Support, Social Justice | Siena Francis House | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 47 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity | Students in Intro to World Religions class work at Sienna Frances house for service learning. | ||
| Early Childhood Assessment (Fall 2019): 2019-20 (1216) | Educational Support | Sarpy County Head Start | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 7 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education | Students spend time in Head Start classrooms and provide intervention for children with needs in the areas of play and/or social skills. They write a final report and present their case at the end of the semester. | ||
| Business Ethics (Fall 2019): 2019-20 (1217) | Social Justice | Black and Pink, Brain Injury Alliance of Nebraska, Community Action of Nebraska, Completely Kids, Heart Heroes | Business, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 16 | 0 | 0 | 0 | 0 | 0 | Social Justice Awareness | Students will work in teams to complete an ethics audit of a non-profit organization. In these ethics audits, teams will research the ethics of the organization, provide a risk assessment for key ethics areas, and make recommendations where applicable. Teams will be expected to conduct research in the organization; reviewing existing documents as well as interviewing and surveying staff. Teams will provide each organization with a written report and summary presentation. | ||
| User Interface Design and Development (Fall 2019): 2019-20 (1218) | Economic Impact | City of Omaha, Omaha By Design, Valmont Industries Inc. | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 23 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce | User interface design and development students work with multiple community partners. | ||
| IT for Development (Fall 2019): 2019-20 (1219) | Economic Impact | Aksarben Village Senior Living, Dial Senior Living, A Time to Heal Cancer Foundation, Completely Kids, Down Syndrome Alliance of the Midlands, Habitat for Humanity: Omaha, Live Well Omaha Kids, Omaha Childrens Museum | Information Systems and Quantitative Analysis, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 8 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce | IT for development students work with a variety of local businesses. | ||
| Principles of PR (Fall 2019): 2019-20 (1220) | Economic Impact | Coalition Rx, Heartland Workforce Solutions, Omaha Fire Department | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 20 | 0 | 0 | 0 | 0 | 0 | Principles of PR students worked with a variety of different local businesses and non-profits. | |||
| Kinesiology (Fall 2019): 2019-20 (1221) | Economic Impact, Educational Support, Environmental Stewardship | Spark CDI | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 11 | 0 | 0 | 0 | 0 | 0 | Civic and Political Engagement, Neighborhood Revitalization | Students in the Kinesiology course worked with Spark CDI for a Service Learning project. | ||
| Gerontology Community Resources (Fall 2019): 2019-20 (1222) | Arts, Culture and Humanities, Health and Wellness | Opera Omaha | Gerontology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 20 | 0 | 0 | 0 | 0 | 0 | Gerontology, Music/Dance | Students in the Community Resources course worked with Opera Omaha and senior centers in the community. | ||
| Special Topics: Public Administration (Fall 2019): 2019-20 (1223) | Educational Support, Social Justice | Voices for Children in Nebraska, Womens Fund of Omaha | Public Administration, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 11 | 0 | 0 | 0 | 0 | 0 | Youth Programming | Students in Special Topics: Public Administration worked with the Women's Fund and Voices for Children in a Service Learning Project. | ||
| Social Work and Social Welfare (Fall 2019): 2019-20 (1224) | Social Justice | League of Women Voters, Malcolm X Memorial Foundation | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 24 | 0 | 0 | 0 | 0 | 0 | Social Justice Awareness | Students in Social Work and Social Welfare will work with different partners on policy work. | ||
| Nature of Crime (Fall 2019): 2019-20 (1225) | Social Justice | Lutheran Family Services of Nebraska | Criminology and Criminal Justice, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 14 | 0 | 0 | 0 | 0 | 0 | Students in the Nature of Crime course worked with Lutheran Family Services on a Service Learning project. | |||
| TLC and Intercultural Senior Center (Fall 2019): 2019-20 (1226) | Health and Wellness | Intercultural Senior Center | Service Learning Academy (SLA), Thompson Learning Community | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 61 | 0 | 0 | 0 | 0 | 0 | Gerontology | Four of the TLC Sophmore Seminars worked with the Intercultural Senior Center teaching computer basics. | ||
| TLC and Malcolm X Foundation (Fall 2019): 2019-20 (1227) | Social Justice | Malcolm X Memorial Foundation | Service Learning Academy (SLA), Thompson Learning Community | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 68 | 0 | 0 | 0 | 0 | 0 | Social Justice Awareness | TLC Students in the Sophomore Seminar worked with the Malcolm X Foundation to complete a Service Learning project. | ||
| Positive Psychology, Health, and Well-Being (Spring 2020): 2019-20 (1228) | Health and Wellness | UNMC Munroe Meyer Institute | Psychology, Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Medical Services | Students are collecting items to donate to Rainbow Site. Second group is being trained in respite care and will provide respite at Munroe-Meyer Institute. | ||
| Agile Development Methods (Spring 2020): 2019-20 (1229) | Health and Wellness | Share Our Table | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Health Awareness | Students in Agile Development Methods work with the nonprofit Share Our Table. | ||
| Journalism and Mass Communication (Spring 2020): 2019-20 (1230) | Economic Impact, Educational Support, Health and Wellness | Camp CoHoLo, Generation Diamond, Little Giants Foundation | Service Learning Academy (SLA) | Service Learning | Course | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce, Health Awareness | The students will work with their clients and prepare public relations, advertising, and marketing materials throughout the semester. At the end of the semester, the students will create a social media campaign strategy for their clients. | ||
| COVID-19 Business Survey: 2019-20 (1246) | Economic Impact, Educational Support, Environmental Stewardship | Greater Omaha Chamber of Commerce, State of Nebraska | Center for Public Affairs Research, Nebraska Business Development Center | Engaged Research | Policy research/paper | None | Spring | 2019-20 | Summer | 2019-20 | 2 | 150 | 0 | 0 | 0 | 15 | Rural Community Vitality, Employment and Workforce, Income and Income Equality, Economic Sufficiency Awareness, Neighborhood Revitalization, Capacity Building | CPAR worked with a variety of statewide partners to understand the impact of COVID-19 on Nebraska’s businesses and nonprofit organizations. In the Nebraska Business Response Survey Report, conducted in April 2020, we examine the impacts of COVID-19 by industry and region.conducted a second round of the Nebraska Business Response Survey. In June 2020 a follow up survey was conducted. | ||
| Stephenson-Harrington Internship (SHI) - Lupita (Fall 2016): 2016-17 (1249) | Health and Wellness | OneWorld Omaha | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 55 | 0 | 0 | 0 | 0 | Physical Fitness, Other | Administrative Tasks Education | The intern assisted with the Healthy Families program at OneWorld Omaha. The intern also assisted with office tasks, such as filling out postcards and creating activities for the recreation portion of the course. | |
| Stephenson-Harrington Internship (SHI) - Antonio (Fall 2017): 2017-18 (1250) | Educational Support, Health and Wellness | Heartland Family Services | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Other | Data Analysis | The intern worked with the organization’s data to create internal scoring metrics to be used to rate the performance of the programs at the site. Through this project, the intern learned how to apply data analysis techniques to real data. | |
| Stephenson-Harrington Internship (SHI) - De'Janae (Fall 2017): 2017-18 (1251) | Economic Impact | Nonprofit Association of the Midlands | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | None | 1 | 0 | 0 | 0 | 0 | 0 | Other | Research Non-profits | The intern researched nonprofits and other stakeholders to learn about some resources non-profits used to be successful. | |
| Stephenson-Harrington Internship (SHI) - Jasmine (Fall 2017): 2017-18 (1252) | Arts, Culture and Humanities, Educational Support, Environmental Stewardship | inCOMMON Community Development | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Neighborhood Revitalization, Raise Awareness, Other | Event Planning | The intern provided administrative support, assisted with the planning of the organization's first Gala, and worked with the Diamonds (youth group). | |
| Stephenson-Harrington Internship (SHI) - Tori (Fall 2017): 2017-18 (1253) | Social Justice | RISE | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Social Justice Awareness, Other | Criminal Justice | The intern created a resource guide that continues to be used, adding information about resources that help people who are leaving prision and re-entering society. The intern also attended in-prison volunteer events, which helped provide the intern with a different point of view of the criminal justice system and increased her confidence in working with different populations of people. | |
| Stephenson-Harrington Internship (SHI) - Lorenzo (Fall 2017): 2017-18 (1254) | Health and Wellness | UNMC Munroe Meyer Institute | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Other | Research | The intern learned what tools and techniques are used to diagnose various genetic disorders. The intern perfirned various tasks in both the office and lab, gaining first-hand experience in a lab setting. | |
| Stephenson-Harrington Internship (SHI) - Leslie (Fall 2017): 2017-18 (1255) | Health and Wellness | UNMC Munroe Meyer Institute | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Other | Research | The intern learned what tools and techniques are used to diagnose various genetic disorders. The intern perfirned various tasks in both the office and lab, gaining first-hand experience in a lab setting. | |
| Stephenson-Harrington Internship (SHI) - Jay (Fall 2017): 2017-18 (1256) | Educational Support, Health and Wellness | The Autism Care for Toddlers Clinic in the Autism Center of Nebraska | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Mental Health | The intern worked with multiple clients undergoing behavior analysis therapy to help improve their behavioral functions. The intern also learned about discrete trial training. Lastly, the intern collected data used for weekly client progress reports. | ||
| Stephenson-Harrington Internship (SHI) - Abishai (Fall 2018): 2018-19 (1257) | Health and Wellness | Community Alliance | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Medical Services | The intern participated in different group offerings, going with clients on outings to museums and thrift shops. The intern also taught three sessions of a group called Food for Thoughts, where the intern talked about how food can affect our mental health and physical health. When there was time, the intern called former clients to follow-up on their care. Lastly, the itnern shadowed the nurses at their in-house clinic. | ||
| Stephenson-Harrington Internship (SHI) - Andrew (Fall 2018): 2018-19 (1258) | International Service | Omaha Sister Cities Association | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | International Support Awarenes | The intern interviewed community members, translating those messages into articles for the organization's newsletter. | ||
| Stephenson-Harrington Internship (SHI) - Jazmine (Fall 2018): 2018-19 (1259) | Arts, Culture and Humanities | Film Streams | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Theatre and Cinema, Other | Education | The intern assisted with tasks during education screenings, developed educator guides, and wrote film notes. | |
| Stephenson-Harrington Internship (SHI) - Henamari (Fall 2018): 2018-19 (1260) | Health and Wellness | Quality Living Inc. | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Medical Services | The intern worked the site therapists to host adaptive sport activities for clients. | ||
| Stephenson-Harrington Internship (SHI) - Jenna (Fall 2018): 2018-19 (1261) | Economic Impact, Educational Support | Medical Reserve Corps | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Emergency Management, Other | Health Services | The intern attended county meetings, created training brochures, designed an advertisement, updated application booklets, and assisted with interviews. The intern also helped plan and run an MRC booth in North Omaha. | |
| Stephenson-Harrington Internship (SHI) - Anahi (Fall 2018): 2018-19 (1262) | Economic Impact, Social Justice | Greater Omaha Chamber of Commerce | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity, Economic Sufficiency Awareness, Other | Social Media | The intern assisted with the development of a variety of initiatives. At the Chamber of Commerce, the intern supported and promoted the Greater Omaha Young Professionals organization. The intern developed digital content for the YP Newsletter and managed the YP social media channels in an effort to increase engagement. Lastly, the intern worked on the Chamber’s diversity and inclusion initiatives. | |
| Stephenson-Harrington Internship (SHI) - Maryan (Fall 2018): 2018-19 (1263) | Economic Impact, Health and Wellness | Heartland Family Services | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Other | Educational Support Client Relations | The intern provided support to the Heartland Family Service DBT Program, helping with client barrier assessments and case management. The intern also sat in on 1:1 sessions when appropriate. | |
| Stephenson-Harrington Internship (SHI) - Imani (Fall 2018): 2018-19 (1264) | Health and Wellness | Douglas County Health Department | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Medical Services, Health Awareness | The intern worked with the STD, epidemiology, and emergency planning departments. The intern also participated in Douglas County meetings and exhibitor events. | ||
| Stephenson-Harrington Internship (SHI) - Brooklynne (Fall 2018): 2018-19 (1265) | Arts, Culture and Humanities, Educational Support, Social Justice | Omaha Girls Rock | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Gender Equality | The intern created and implemented a communications plan for Omaha Girl's Rock in order to send consistent messages to target audiences using multiple platforms. To accomplish this, the intern researched marketing techniques, tips, and ideas. | ||
| Stephenson-Harrington Internship (SHI) - Karla Stephenson-Harrington Internship (SHI) - Karla (Fall 2019): 2019-20 (1266) | Social Justice | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 86 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity | The intern supported various research projects related to DEAI in higher education, prepared training slides, and assisted with the DEAI audit. | |||
| Stephenson-Harrington Internship (SHI) - Nyamar Stephenson-Harrington Internship (SHI) - Nyamar (Fall 2019): 2019-20 (1267) | Health and Wellness, Social Justice | Charles Drew Health Center Inc. | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 60 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Medical Services, Other | Refugee Support | The intern created a database that detailed refugee societies and services within the Omaha Metro. The intern also created a database detailing other nonprofit organizations that provide refugee services in the Omaha Metro. Lastly, the intern assisted with the development of a refugee education program between CDHC and Heartland Family Service. | |
| Stephenson-Harrington Internship (SHI) - Eh Htoo Stephenson-Harrington Internship (SHI) - Eh Htoo (Fall 2019): 2019-20 (1268) | Economic Impact, Social Justice | Nebraska Enterprise Fund | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 108 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Economic Sufficiency Awareness | The intern identified immigrant communities and contacts, created a resource matrix, and identified areas for collaboration between the Nebraska Enterprise Fund and other communities. The intern also provided support to micro-businesses. | ||
| Stephenson-Harrington Internship (SHI) - William (Fall 2019) 2019-20 (1269) | Educational Support | Learning for ALL | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 70 | 0 | 0 | 0 | 0 | Other | Adult Education | The intern researched best practices for teaching and tutoring that can be integrated into Learning for All’s programs, orientations, and trainings. The researched focused on practices pertaining to adult education. | |
| Stephenson-Harrington Internship (SHI) - Akankshya Stephenson-Harrington Internship (SHI) - Akankshya (Fall 2019): 2019-20 (1270) | Educational Support, Health and Wellness | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 75 | 0 | 0 | 0 | 0 | Wellness, Aging, Business, Gerontology | The intern worked with UNO Gerontology’s interdisciplinary team on a series of projects involving aging, technology, health, and well-being/quality of life. The intern assisted with participant recruitment, data collection, and the literature review. The intern also participated in bi-monthly meetings with the interdisciplinary team, worked with the department to share the results of the study through presentations and manuscripts. | |||
| Stephenson-Harrington Internship (SHI) - Jessica Stephenson-Harrington Internship (SHI) - Jessica (Fall 2019): 2019-20 (1271) | Environmental Stewardship | Omaha Henry Doorly Zoo & Aquarium | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 81 | 0 | 0 | 0 | 0 | Wildlife/Animal Welfare | The intern supported zookeepers with feeding and enrichment activities for giraffes and rhinos. The intern also observed training sessions. | ||
| Stephenson-Harrington Internship (SHI) - Brianna Stephenson-Harrington Internship (SHI) - Brianna (Fall 2019): 2019-20 (1272) | Health and Wellness | Charles Drew Health Center Inc. | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Medical Services | The intern performed duties that provided her with basic information on how to properly manage a 340B Pharmacy from the business and clinical pharmacy perspectives. More importantly, the intern gained a fundamental understanding of how a 340B operates with respect to meeting regulatory requirements. | ||
| Stephenson-Harrington Internship (SHI) - Latea Stephenson-Harrington Internship (SHI) - Latea (Fall 2019): 2019-20 (1273) | Social Justice | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 75 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity, Social Justice Awareness | The intern worked with the UNO Multicultural Affairs department to create website content, including team profiles. Additionally, the intern served as the photographer for the Native American heritage month events held on campus. | |||
| Stephenson-Harrington Internship (SHI) - Claudia Stephenson-Harrington Internship (SHI) - Claudia (Fall 2019): 2019-20 (1274) | Economic Impact, Social Justice | Lutheran Family Services of Nebraska | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 76 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Other | Data Entry | The intern worked with weekly volunteers to help collect, move, and set up household items in homes for new refugees. Additionally, the intern collected, organized, and updated data. | |
| Stephenson-Harrington Internship (SHI) - Katrina Stephenson-Harrington Internship (SHI) - Katrina (Fall 2019): 2019-20 (1275) | Social Justice | Project harmony | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 90 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Juvenile/Adult Justice System | The intern coordinated appointments. The intern also observed advocacy and medical appointments, reviewed the current follow-up coordination process and explored new systems to streamline the process. Lastly, the intern assisted with additional administrative and clerical assignments | ||
| Stephenson-Harrington Internship (SHI) - Christy Stephenson-Harrington Internship (SHI) - Christy (Fall 2019): 2019-20 (1276) | Environmental Stewardship | Omaha Henry Doorly Zoo & Aquarium | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Wildlife/Animal Welfare, Other | Social Media | The intern worked with Wildlife Safari Park in Ashland to increase the visibility of their programs and mission on social media. | |
| Stephenson-Harrington Internship (SHI) - Faviola Stephenson-Harrington Internship (SHI) - Faviola (Fall 2019): 2019-20 (1277) | Educational Support | Kids Can | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Other | Finance | The intern completed a breakeven analysis for current and future programs. The intern also assisted the finance director and learned about the organization's financial processes. | |
| Stephenson-Harrington Internship (SHI) - Shirly (Fall 2018): 2018-19 (1278) | Social Justice | RISE | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Social Justice Awareness | The intern researched best practices for re-entry, participated in team meetings, and presented at a RISE Graduation at the Omaha Correctional Center. | ||
| Stephenson-Harrington Internship (SHI) - Alex (Fall 2016): 2016-17 (1279) | Health and Wellness, Social Justice | Women's Center for Advancement | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Domestic and Sexual Violence, Gender Equality, Social Justice Awareness | The intern supported callers via the hotline phone and assisted with police outreach. The intern also worked with clients when they first arrived at intake. | ||
| Nebraska Youth Survey: 2019-20 (1280) | Economic Impact, Educational Support, Environmental Stewardship | Nebraska Community Foundation | Center for Public Affairs Research | Engaged Research | Policy research/paper | None | Spring | 2019-20 | Fall | 2020-21 | 1 | 20 | 0 | 360 | 0 | 0 | Rural Community Vitality, Neighborhood Revitalization | CPAR worked with the Nebraska Community Foundation to conduct the Nebraska Youth Survey. Over 1,000 high school students in greater Nebraska responded. The results reveal the priorities, values, and desires of these individuals as well as factor that may influence their decision to return to or remain in Greater Nebraska in the future. | ||
| Project Evaluation: 2017-18 (1283) | Economic Impact, Educational Support, Social Justice | Childrens Scholarship Fund of Omaha | Social Work | Engaged Research | None | None | Summer | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Youth Programming, Capacity Building, Social Justice Awareness | STEPs will partner with Childrens Scholarship Fund to assess students at partner schools who face special challenges (i.e. immigration stress, refugee trauma, language) on school belonging and academic performance. The study will inform the program on which students benefit most from the program and how the program has helped students over the long term. | ||
| Childrens Scholarship Fund of Omaha Program Evaluation (Fall 2017): 2017-18 (1284) | Economic Impact, Educational Support, Social Justice | Childrens Scholarship Fund of Omaha | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Youth Programming, Capacity Building, Social Justice Awareness, Other | Parental Engagement | STEPs will collaborate with CSF to revise the parent survey, and analyze its findings and report the results to CSF. STEPs will also prepare a longitudinal research design to study CSF's impact on its alumni over the long term based on reviewing the Standard study on alumni and discussion with CSF. | |
| Childrens Scholarship Fund of Omaha Program Evaluation (Spring 2019): 2018-19 (1285) | Economic Impact, Educational Support, Social Justice | Childrens Scholarship Fund of Omaha | Social Work, Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2018-19 | Spring | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Youth Programming, Capacity Building, Social Justice Awareness, Other | STEPs will partner with Childrens Scholarship Fund to assess students at partner schools who face special challenges (i.e. immigration stress, refugee trauma, language) on school belonging and academic performance. The study will inform the program on which students benefit most from the program and how the program has helped students over the long term. | ||
| Data Analysis and Assessment Community Action of Nebraska (Fall 2016): 2016-17 (1287) | Economic Impact, Educational Support, Social Justice | Community Action of Nebraska | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Spring | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Poverty, Economic Sufficiency Awareness, Capacity Building, Social Justice Awareness | STEPs is pleased to submit this proposal to provide data analysis and composition of community assessment report findings to Community Action of Nebraska (CAN). The data analysis and composition services would be led by Dr. Jeanette Harder, founder and director of STEPs, along with Dr. Keyonna King, Program Evaluator with STEPs. Their work will be supported by Jennifer Sedivy, Graduate Research Assistant with STEPs. The team has extensive experience conducting research and evaluation on programs serving children, youth, and families in poverty. As highlighted below, the team presents with the necessary education, knowledge, skills, and abilities to successfully meet all of the contractual requirements. | ||
| Community Action Agency Report (Spring 2017): Community Action of Nebraska: 2016-17 (1288) | Social Justice | Community Action of Nebraska | Social Work, Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2016-17 | Summer | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | STEPs will prepare written mini-reports featuring agency level findings for each of the nine Community Action agencies. Written report to be formatted according to CANs expectations, including exported data, appropriate data visualization (e.g. charts, tables, graphs), and comment analysis when necessary. | |||
| Heartland Family Services Prevention Means Progress Evaluation (Spring 2018): 2017-18 (1291) | Educational Support | Heartland Family Services | Social Work, Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2017-18 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building | The evaluation activities below are designed to build on STEPs work with the PMP Coalition in previous years to provide evidence for the coalition to use in assessing need and providing services. For this work plan, STEPs will provide a community assessment on marijuana in Iowa and Nebraska as well as provide various evaluation services for the PMP Coalition, including an evaluation plan, curriculum consultations, and facilitated discussion on next steps on evaluation. | ||
| Heartland Family Services Prevention Means Progress Evaluation (Spring 2020): 2019-20 (1292) | Educational Support | Heartland Family Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building | This evaluation plan builds on STEPs work with the PMP Coalition in previous years to provide evidence for the coalition to use in assessing need, providing services, and examining impact. For this work plan, STEPs will support staff and coalition members in processing the Marijuana Community Assessment findings, conducting an environmental scan, and finalizing the coalitions sustainability plan | ||
| Metropolitan Community College Program Evaluation (Fall 2016): 2016-17 (1293) | Economic Impact, Educational Support | Metropolitan Community College (MCC) | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce, Youth Programming, Capacity Building | STEPs will begin a comprehensive evaluation of the Metropolitan Community College (MCC) Express program. In this first six-month period, we will complete a literature review and an analysis of their existing data. We will work on multiple projects to complete a process evaluation and lay out an outcome evaluation plan. In addition, we will prepare a brief environmental scan to help them make evidence-informed decisions about program expansion. MCC Express is a community-based initiative to provide educational programming, services and support focused on workforce and college readiness. The mission of STEPs is to provide participation, utilization-focused evaluation of programs serving children, youth, and families in poverty | ||
| Greater Omaha Chamber of Commerce Young Professionals Survey (Fall 2016): 2016-17 (1294) | Economic Impact, Educational Support, Social Justice | Greater Omaha Chamber of Commerce | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Summer | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity, Employment and Workforce, Capacity Building, Social Justice Awareness | Using a participatory, utilization-focused approach, STEPs will work with the Greater Omaha Chamber to conduct focus groups and analyze results. Additional funds of $1,000 are being provided by the Greater Omaha Chamber to accomplish this component of the original evaluation plan. | ||
| Nebraska Department of Health and Human Services Drug-Use Behaviors Study (Spring 2018): 2017-18 (1295) | Educational Support, Health and Wellness, Social Justice | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2017-18 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Domestic and Sexual Violence | In addition to our current agreement, we will use these funds to "build on existing evaluation capacity-building efforts to measure and increase the impact of the RPE program (CDC, #2) through the following activities: - Present a 3-hour workshop to include information on outcome measurement tools, validity and reliability, finding and choosing tools, and how and when to administer tools (evaluation design). If time allows, provide tips on writing an evaluation plan and data collection. - Actively participate in SVPAC meetings (20 hours), including limited time outside meetings (10 hours), travel time (12 hours), mileage to/from meetings, and parking (# of hours are approximate). - From SeptemberDecember 2018, provide individualized technical assistance (coaching) to programs on data entry, analysis, interpretation, and reporting, as requested by programs (approximately 5 hours for 10 programs). | ||
| Nebraska Department of Health and Human Services Rape Prevention & Education Training & Evaluation (Spring 2019): 2018-19 (1296) | Educational Support, Health and Wellness, Social Justice | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2018-19 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Domestic and Sexual Violence | Early in 2019, STEPs will review the state-level logic model prepared in 2018, and will recommend revisions based on new evidence and funding requirements. Also at the state level, STEPs will assist NE DHHS and the Coalition in drafting and finalizing a strategic and realistic evaluation work plan. In this 2019 work plan, STEPs will assist NE DHHS and the Coalition in identifying and tracking sexual violence indicators in Nebraska. STEPs will access this information with the assistance of the Center for Public Affairs Research at the University of Nebraska at Omaha as well as other data sources. Considering the opportunities and barriers for accessing data, STEPs will prepare a sustainability plan for NE DHHS and the Coalition to continue tracking sexual violence indicators at the state level. STEPs will continue their participation in the SVPAC, including an evaluation of its coordination of partners. STEPs will also participate in reviewing and summarizing sexual violence data and indicators to aid in the selection of focus populations and prevention approaches. Building on the successes of the previous year, STEPs will prepare and conduct regional trainings and provide individual technical assistance to help subrecipients prepare evaluation plans, select and administer valid and reliable measurement tools, and analyze resultant data. | ||
| Nebraska Department of Health and Human Services Rape Prevention & Education Training & Evaluation (Spring 2020): 2019-20 (1297) | Educational Support, Health and Wellness, Social Justice | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | Spring | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Domestic and Sexual Violence | The purpose of this work plan is to provide state- and local-level evaluation for NE DHHS, the Coalition to End Domestic Violence, and RPE subrecipients on their CDC-funded work with RPE (Rape Prevention and Education). STEPs will assist NE DHHS in meeting evaluation requirements such as updating their state-level logic model, evaluation plan, and indicators (risk and protective factors). STEPs will also provide evaluation capacity-building to RPE subrecipients. STEPs role in this work plan is contingent on collaboration with and feedback from DHHS and the Coalition. | ||
| Nebraska Department of Health and Human Services Rape Prevention & Education Training & Evaluation (Summer 2020): 2019-20 (1298) | Educational Support, Health and Wellness, Social Justice | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Summer | 2019-20 | Summer | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Domestic and Sexual Violence | The purpose of this work plan is to increase time and resources to the existing 2019-2020 RPE contract in alignment with the Supplement requirements. With the supplemental funding, STEPs proposes beginning a principles-focused evaluation process for Nebraska RPE. This work plan details the first two phases of principles-focused evaluation (identification of principles and development of measurement tools to evaluate principles in practice) to be completed in Year 2. In Year 3, the final phase of principles-focused evaluation (supporting local programs in evaluating principles in practice and outcomes associated with principles) will be completed. | ||
| Lutheran Family Services of Nebraska RSafe Program Evaluation (Fall 2018): 2018-19 (1299) | Educational Support, Health and Wellness, Social Justice | Lutheran Family Services of Nebraska | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2018-19 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Health Awareness, Domestic and Sexual Violence | Lutheran Family Services requests STEPs to provide evaluation services for their RSET/RSafe program. STEPs will provide treatment fidelity services including a logic model, retrospective data analysis, training alumni survey, and a focus group of current participants. | ||
| SAFE Center System Assessment (Fall 2018): 2018-19 (1300) | Educational Support, Health and Wellness, Social Justice | SAFE Center | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2018-19 | Summer | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Domestic and Sexual Violence | The purpose of this Domestic Violence/Sexual Violence (DV/SV) System Assessment is to analyze current practices and policies on victim services and the criminal justice system in the Five County Coordinated CRT/SART area around Kearney, with a focus on Buffalo County. Through hearing the needs and experiences of stakeholders, we hope new pathways to open allowing for positive collaborative efforts in the future. Results will inform best practices for improved protocol and policy. The goal of CRT/SART is to keep victims S.A.F.E. and offenders accountable. | ||
| Three Rivers Public Health Department Diabetes Prevention Program Evaluation (Summer 2018): 2017-18 (1301) | Educational Support, Health and Wellness | Three Rivers Public Health Department | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Summer | 2016-17 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Health Awareness | We will evaluate the Diabetes Prevention Program at Three Rivers Public Health Department, as funded by NE DHHS Minority Health Initiative. Through this evaluation, we will assess implementation or adaption of evidence-based public health strategies, design/develop project-specific performance measures, and quarterly and annual evaluation reports. As allowed, we will also develop project pre/post-tests, surveys, data collection forms or other tools to evaluate project. We will partner with the program on data collection and analysis activities, and prepare quarterly and annual reports to include recommendations for program improvement and submission to DHHS. | ||
| Nebraska Department of Health and Human Services Prescription Drug Overdose Prevention Program Needs Assessment (Fall 2018): 2018-19 (1303) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2018-19 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Health Awareness | Crisis Support | The purpose of this needs assessment is to assess the capacity of statewide systems in Nebraska to respond to a surge or cluster of intentional, unintentional, and unknown drug overdoses, especially in high-burden areas and with a focus on opioids. This needs assessment is to inform the Prescription Drug Overdose Prevention Program in their work to strengthen incident management for crisis response, and ultimately to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |
| Nebraska Department of Health and Human Services Drug-Use Behaviors Study (Spring 2019): 2018-19 (1304) | Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2018-19 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Health Awareness | Crisis Support Capacity Building | The purpose of this work plan is to better understand individuals drug use behaviors through the lens of treatment providers and through community datasets. The results of this study will aid the Drug Overdose Prevention (DOP) program in providing training and other resources to treatment centers, focusing prevention efforts, and informing the statewide crisis response plan. Ultimately, the DOP wishes to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |
| Healthy Alternatives to Little Ones Program Evaluation Program Evaluation (Fall 2018): 2018-19 (1305) | Educational Support, Health and Wellness | Heartland Family Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2018-19 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Youth Programming, Capacity Building, Health Awareness | The purpose of this evaluation is to provide a process and outcome evaluation of Heartland Family Service's Healthy Alternatives to Little Ones (HALO) program, and to move HALO toward meeting current evidence-based standards. HALO is an early childhood substance abuse prevention program. We will conduct a literature review, prepare a logic model, conduct a survey of current providers, and conduct a quasi-experimental prospective study. | ||
| Omaha Girls Rock Program Evaluation (Summer 2019): 2018-19 (1306) | Arts, Culture and Humanities, Educational Support | Omaha Girls Rock | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Summer | 2018-19 | Summer | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Youth Programming, Music/Dance | Capacity Building | The evaluation plan items are designed to answer this evaluation question: To what degree is Girls Rock achieving program outcomes of growth mindset, confidence, skill development, teamwork, and future focus for participants in their summer camp? Activities will include program observations, quantitative data analysis, parent interviews, and a final report. This includes the amendment for continued evaluation. | |
| Nebraska Department of Health and Human Services Childhood Lead Poisoning Prevention Program Evaluation (Spring 2018): 2018-19 (1308) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2017-18 | Spring | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Youth Programming, Capacity Building, Health Awareness | The purpose of this work plan is to assess NeCLPPPs progress on reducing childhood lead exposures and lead poisoning through enhancement of lead testing, surveillance, population-based interventions, and ensuring lead-exposed children are identified and referred to services; as well as enhanced promotion and lead poisoning prevention strategies. This work plan focuses on the state-level logic model and evaluation plan, process evaluation (activities and implementation), and outcome evaluation. | ||
| Nebraska Department of Health and Human Services Childhood Lead Poisoning Prevention Program Evaluation Needs Assessment (Spring 2019): 2018-19 (1309) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2018-19 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Youth Programming, Capacity Building, Health Awareness | The purpose of this work plan is to assess NeCLPPPs progress on reducing childhood lead exposures and lead poisoning through enhancement of lead testing, surveillance, population-based interventions, and ensuring lead-exposed children are identified and referred to services; as well as enhanced promotion and lead poisoning prevention strategies. This work plan focuses on a preliminary needs assessment. | ||
| Misdemeanor Diversion Program Evaluation (Summer 2019): 2018-19 (1310) | Educational Support, Environmental Stewardship, Social Justice | National Safety Council Nebraska | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Summer | 2018-19 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Transportation, Capacity Building, Juvenile/Adult Justice System | The purpose of this work plan is to assess the outcomes of the Misdemeanor Diversion Program of the National Safety Council, Nebraska. The evaluation question to be answered is: To what degree does the National Safety Council, Nebraskas diversion program reduce recidivism? This study will compare recidivism outcomes for three groups: 1) individuals who completed the diversion program; 2) individuals who started but did not complete the diversion program; and 3) individuals who did not participate in the diversion program. The diversion program is a voluntary program that offers a one-time chance for a person charged with certain crimes to avoid having a criminal conviction on their record. Participants pay an enrollment fee, complete community service, and complete a class. The results of this study will aid the Misdemeanor Diversion Program (MDP) in continuing, improving, and marketing their program. | ||
| inCommon Survey (Fall 2019): 2019-20 (1311) | Economic Impact, Educational Support, Environmental Stewardship, Social Justice | inCOMMON Community Development | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce, Neighborhood Revitalization, Leadership and Mentoring, Capacity Building | STEPs will be partnering with inCommon, a nonprofit community development organization, to develop a database and interactive dashboards for their Park Avenue Social Capital Survey results. These evaluation resources will support the development of sustainable evaluation practices for inCommon. | ||
| Nebraska Department of Health and Human Services Drug Overdose Prevention Program Evaluation (Spring 2020): 2019-20 (1312) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Health Awareness | STEPs will evaluate three initiatives with Nebraska DHHS' Drug Overdose Prevention Program in the Division of Public Health: NE Pain Management Guidance Document, awareness around the expanded access to naloxone, and the NE Prescription Drug Monitoring Program. According to the NE DHHS RFQ, STEPs will contribute an evaluation plan, develop and implement surveys, develop a comprehensive annual evaluation report, offer technical assistance, and participate in advisory board meetings. | ||
| Community Action Partnership of Lancaster and Saunders Counties Needs Assessment (Spring 2020): 2019-20 (1313) | Educational Support | Community Action Partnership of Lancaster and Saunders Counties | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | Summer | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Youth Programming, Capacity Building | The purpose of this work plan is to complete a community assessment for Community Action Partnership of Lancaster and Saunders Counties consistent with the requirements specified by Community Action funders Community Services Block Grant (CSBG) and Head Start to determine the current needs, strengths, and assets of the Community Action service area. In addition to meeting the timelines and criteria established by the funding sources, the results of this study will guide Head Starts strategic and tactical planning processes and Community Actions strategic plan. | ||
| Metro Omaha Tobacco Action Coalition Program Evaluation: 2019-20 (1314) | Educational Support, Health and Wellness | Heartland Family Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | Summer | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Health Awareness | STEPs will partner with the Metro Omaha Tobacco Action Coalition (MOTAC), a program of Heartland Family Service, to develop an understanding of existing activities through discussions and document review, gain a sense of the program's collective impact through interviews, and provide a final report and presentation to summarize and apply the evaluation findings. | ||
| Betsy Funk Therapy GREAT Kids Group Program Evaluation (Spring 2020): 2019-20 (1315) | Arts, Culture and Humanities, Educational Support, Health and Wellness | Betsy Funk Therapy | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Medical Services, Youth Programming, Capacity Building, Art | The included evaluation plan provides activities meant to begin demonstrating the value of the "GREAT" Kids Group (GKG) for students, families, and schools and assisting GKG in articulating activities and outcomes, showing preliminary outcomes, and preparing for program expansion. | ||
| Childrens Scholarship Fund of Omaha Program Evaluation (Fall 2019): 2019-20 (1316) | Economic Impact, Educational Support, Social Justice | Childrens Scholarship Fund of Omaha | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2019-20 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Youth Programming, Capacity Building | Parental Engagement | STEPs will continue to partner with Children's Scholarship Fund to review and develop, as needed, their assessment of parental engagement and 8th grade and high school students' satisfaction with school, and determine the average length of CSF scholarships. | |
| Nebraska Department of Health and Human Services Drug Overdose Prevention Program (Summer 2020): 2019-20 (1317) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Summer | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Grief, Health Awareness | Crisis Support | The purpose of this work plan is to assess the capacity, needs, and current policy/procedures of coroners and related professionals in Nebraska in determining the cause of death in regards to drug overdoses. The results of this study will aid the Drug Overdose Prevention (DOP) program and Injury Surveillance in providing training and other resources to coroners, helping family members who have lost a loved one, focusing prevention efforts, informing the statewide crisis response plan, and serving as a baseline for future studies and grants. Ultimately, the DOP wishes to reduce opioid involved fatal and non-fatal overdoses in Nebraska. | |
| Nebraska Department of Health and Human Services Drug Overdose Prevention Program (Fall 2019): 2019-20 (1318) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Grief, Health Awareness | Crisis Support | The purpose of this work plan is: 1) to continue to assess the capacity, needs, and current policy/procedures of coroners and related professionals in Nebraska in determining the cause of death in regards to drug overdoses; and, 2) to assess coroner and law enforcement training satisfaction and outcomes. The results of this study will aid the Drug Overdose Prevention (DOP) program and Injury Surveillance in providing training and other resources to coroners, helping family members who have lost a loved one, focusing prevention efforts, and informing the statewide crisis response plan and future studies and grants. Ultimately, the DOP wishes to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |
| National Sexual Violence Resource Center Consulting (Fall 2019): 2019-20 (1319) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2019-20 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Grief, Health Awareness | Crisis Support | The purpose of this work plan is: 1) to continue to assess the capacity, needs, and current policy/procedures of coroners and related professionals in Nebraska in determining the cause of death in regards to drug overdoses; and, 2) to assess coroner and law enforcement training satisfaction and outcomes. The results of this study will aid the Drug Overdose Prevention (DOP) program and Injury Surveillance in providing training and other resources to coroners, helping family members who have lost a loved one, focusing prevention efforts, and informing the statewide crisis response plan and future studies and grants. Ultimately, the DOP wishes to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |
| Nebraska Department of Health and Human Services Drug-Use Behaviors Study (Spring 2019): 2019-20 (1320) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2018-19 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Health Awareness | Crisis Support | The purpose of this work plan is to better understand individuals drug use behaviors through the lens of treatment providers and through community datasets. The results of this study will aid the Drug Overdose Prevention (DOP) program in providing training and other resources to treatment centers, focusing prevention efforts, and informing the statewide crisis response plan. Ultimately, the DOP wishes to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |
| Nebraska Department of Health and Human Services Drug-Use Behaviors Study (Fall 2019): 2019-20 (1321) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2019-20 | Spring | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Health Awareness | Crisis Support | The purpose of this work plan is to better understand individuals drug use behaviors through the lens of treatment providers and through community datasets. The results of this study will aid the Drug Overdose Prevention (DOP) program in providing training and other resources to treatment centers, focusing prevention efforts, and informing the statewide crisis response plan. Ultimately, the DOP wishes to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |
| CASA for Douglas County Consulting (Summer 2019): 2019-20 (1322) | Social Justice | Court Appointed Special Advocates in Douglas County (CASA) | Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | None | None | Summer | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | Consultation, info TBD | ||||
| Global Learning at Ghent University: 2016-17 (1324) | International Service | Ghent University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | 2019-20 | 7 | 0 | 0 | 0 | 0 | 0 | UNO students can live in the historic and friendly city of Ghent, dubbed one of the most 'authentic' places to visit by National Geographic. The main thoroughfare through the city is for bicycles only, and students can join them with a semester-long bicycle rental from the university. With multiple universities in its center, thousands of students call Ghent home each year. Ghent University is a top 100 university in global rankings and one of the major universities in Belgium, with a wide range of courses in English across the academic spectrum. UNO students must primarily take their courses from one of 3 faculties: Economics & Business Administration, Arts & Philosophy, or Political & Social Sciences. In addition to semester exchange and joint Erasmus funding applications, Ghent University and the College of Business Administration at UNO offer a dual degree program for graduate students. | ||||
| Coalition on Human Trafficking Consulting (Summer 2020): 2019-20 (1326) | Educational Support, Social Justice | Coalition on Human Trafficking | Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | None | None | Summer | 2019-20 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Consultation, information TBD | ||
| inCOMMON Consulting (Spring 2020): 2019-20 (1335) | Educational Support, Social Justice | inCOMMON Community Development | Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | None | None | Spring | 2019-20 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Consultation - information TBD | ||
| Lincoln Commission on Human Right Consulting (Summer 2019): 2018-19 (1337) | Educational Support, Social Justice | Lincoln Commission On Human Rights | Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | None | None | Summer | 2018-19 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Consultation - information TBD | ||
| Nebraska Coalition to End Sexual and Domestic Violence Consulting (Fall 2020): 2020-21 (1339) | Educational Support, Social Justice | Nebraska Coalition to End Sexual and Domestic Violence | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2020-21 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | |||
| Partnership 4 Kids Consulting (Fall 2019): 2019-20 (1340) | Educational Support | Partnership 4 Kids | Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | None | None | Fall | 2019-20 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Consultation - information TBD | ||
| WhyArts Consulting (Summer 2019): 2018-19 (1342) | Arts, Culture and Humanities, Educational Support | WhyArts | Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | None | None | Summer | 2018-19 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Consultation - information TBD | ||
| WhyArts Consulting (Spring 2020): 2019-20 (1343) | Educational Support | WhyArts | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Consultation | ||
| WhyArts Consulting (Fall 2020): 2020-21 (1344) | Educational Support | WhyArts | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2020-21 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | |||
| Young Black & Influential Consulting: 2018-19 (1345) | Educational Support, Social Justice | Young Black & Influential | Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | None | None | Spring | 2018-19 | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | Consultation - information TBD | |||
| STEPS Workshop 5/9/2018: 2017-18 (1346) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 15 | STEM/STEM Education, Capacity Building | "Qualitative 102: Analysis and Using Excel" | |||
| STEPS Workshop 5/2/2018: 2017-18 (1347) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 14 | STEM/STEM Education, Capacity Building | "Qualitative 101: Methods" | |||
| STEPS Workshop 9/26/2018: 2018-19 (1348) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2018-19 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 22 | STEM/STEM Education, Capacity Building | "Using Excel to make and show data comparisons: T-tests" | |||
| STEPS Workshop 10/24/2018: 2018-19 (1349) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2018-19 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 24 | STEM/STEM Education, Capacity Building | "Using Data Reporting to Tell Your Story: Data Visualization" | |||
| STEPS Workshop 11/14/2018: 2018-19 (1350) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2018-19 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 27 | STEM/STEM Education, Capacity Building | "Realistic and Strategic Evaluation Plans" | |||
| STEPS Workshop 3/27/2019: 2018-19 (1351) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 15 | STEM/STEM Education, Capacity Building | Come learn tips and tricks for performing basic statistics with Microsoft Excel. You will learn levels of measurement; calculate measures of central tendency, run sum, count, and countif formulas, and apply basic statistics to improve evidence-informed decision-making in your program. This workshop will take place in a computer lab for hands-on practice. Presented by: Natalie Scarpa, MPA, PLMHP, PCMSW and Rachel Lubischer | |||
| STEPS Workshop 4/10/2019: 2018-19 (1352) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 8 | STEM/STEM Education, Capacity Building | Tap into the expertise and experience that surrounds you by facilitating interactive data interpretation sessions with your key stakeholders: clients, staff, coalitions, and boards. This interactive workshop will help you understand the value and challenges of interactive data sessions, experience various data interpretation approaches, and plan an interactive data interpretation session. Presented by: Natalie Scarpa, MPA, PLMHP, PCMSW and December Lange Treacy, PA | |||
| STEPS Workshop 9/17/2019: 2019-20 (1353) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 18 | STEM/STEM Education, Capacity Building | "Using Data to Inform Community Change" | |||
| STEPS Workshop 10/24/2019: 2019-20 (1354) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 27 | STEM/STEM Education, Capacity Building | "Fundamentals of Assessment Design" | |||
| STEPS Workshop 11/20/2019: 2019-20 (1355) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 24 | STEM/STEM Education, Capacity Building | "Collecting and Cleaning Your Data: Tips, Tricks, and Checklists" Accurate data provides the foundation for evidence-informed decision-making. In order to be confident about the integrity of your data, you need to pay attention to how you collect and prepare it. Attendees will learn about data collection and entry options as well as data cleaning processes, including how to identify and deal with erroneous or missing values. | |||
| STEPS Workshop 1/29/2020: 2019-20 (1356) | Educational Support, Social Justice | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 23 | Capacity Building, Social Justice Awareness | "Research and Evaluation Ethics for Social Workers (On-campus)" We'll discuss consent, confidentiality, avoiding harm, reporting, and more, as they relate to social work research. Come learn with others about preventing and responding to ethical dilemmas. The primary focus of this workshop is research ethics, while also fulfilling a social work CEU. | |||
| STEPS Workshop 1/30/2020: 2019-20 (1357) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 23 | Capacity Building | "Research and Evaluation Ethics for Social Workers (Webinar)" Despite best intentions, we often experience ethical dilemmas when conducting research and evaluation projects. We’ll discuss consent, confidentiality, avoiding harm, reporting, and more, as they relate to social work research. Come learn with others about preventing and responding to ethical dilemmas. | |||
| STEPS Workshop 2/26/2020: 2019-20 (1358) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 20 | STEM/STEM Education, Capacity Building | Come learn tips and tricks for performing basic statistics with Microsoft Excel. You will learn levels of measurement; calculate measures of "Discovering Basic Statistics Using Excel" Central tendency, run sum, count, and countif formulas, and apply basic statistics to improve evidence-informed decision-making in your program. This workshop will take place in a computer lab for hands-on practice. | |||
| STEPS Workshop 9/24/2020: 2019-20 (1359) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 16 | Capacity Building | Client Satisfaction | "Are your clients satisfied? (Virtual)" Client satisfaction surveys are notorious for low response rates. When we do get them back, the responses aren't always helpful. Let's talk about strategies for overcoming these trouble spots, and increasing the usefulness of survey responses. This interactive webinar will give you knowledge and skills to construct a satisfaction survey and a plan for administering it. We will also discuss ways to maximize the usefulness of results. | ||
| STEPS Workshop 10/20/2020: 2019-20 (1360) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 8 | STEM/STEM Education, Capacity Building | "Choosing a Measurement Tool (Virtual)" Finding a tool to measure client outcomes is tough! You need to consider what you want to measure and how you want to measure it, as well as how a diverse range of clients will react to it. Attendees will discover ways to find outcome measurement tools, learn about validity and reliability, and gain skills in choosing the right tool for your program. | |||
| STEPS Workshop 11/12/2020: 2019-20 (1361) | Educational Support | Barbara Weitz Community Engagement Center (CEC), Support and Training for the Evaluation of Programs (STEPs) | Knowledge and Resource Sharing | Workshop | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 15 | STEM/STEM Education, Capacity Building | "Conducting a Needs Assessment (Virtual)" Identifying creative solutions requires organizations first to pinpoint and confirm community or agency needs. This interactive webinar will review the fundamentals of conducting a quality needs assessment. Attendees will learn strategies for assessing gaps between current and desired impact as well as how to best utilize those results. | |||
| CASA for Douglas County board membership: 2016-17 (1362) | Educational Support | Court Appointed Special Advocates in Douglas County (CASA) | The Office of Diversity, Equity, Access, and Inclusion | Board Memberships | None | None | Spring | 2016-17 | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Associate Vice Chancellor for The Office of Diversity, Equity, Access, and Inclusion serves as a board member 2016-2022 | ||||
| Lauritzen Botanical Gardens board membership: 2018-19 (1363) | Environmental Stewardship | Lauritzen Gardens | The Office of Diversity, Equity, Access, and Inclusion | Board Memberships | None | None | Spring | 2018-19 | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Associate Vice Chancellor for The Office of Diversity, Equity, Access, and Inclusion serves as a board member. 2018-2024 | ||||
| ICAN board membership: 2016-17 (1364) | Educational Support | ICAN | The Office of Diversity, Equity, Access, and Inclusion | Board Memberships | None | None | Spring | 2016-17 | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Associate Vice Chancellor for The Office of Diversity, Equity, Access, and Inclusion serves as a board member. 2016-2022 | ||||
| Metropolitan Community College Foundation board membership: 2016-17 (1365) | Educational Support | Metropolitan Community College Foundation | Strategic Marketing and Communications | Board Memberships | None | None | Spring | 2016-17 | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Makayla McMorris serves as a board member. 2015-2021 | ||||
| Vocational and Life Skills: 2019-20 (1366) | Social Justice | Nebraska Department of Correctional Services | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2019-20 | Summer | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Other | Develop and coordinate evaluation plans and processes Oversee an evaluation of the effectiveness of sub-grant recipient programs Provide training to NDCS and grantees on evidence-based programs, performance measures and outcomes, data collection procedures, and other topics as appropriate Visit program sites and as needed for training, technical assistance, data coordination Provide data system administration to track legislatively required information | ||
| Evidence based Nebraska - Assessment: 2020-21 (1370) | Social Justice | Child Saving Institute, Douglas County Juvenile Assessment Center, Family Skill Building Services, LLC, Juvenile Case Management System, Platteview High School, Winnebago Youth Crisis Intervention Center | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Assessment programs are a Direct Service program - a program that meets with a youth a few times to conduct a singular service, in this case, to evaluate the youth to identify mental health and/or behavioral risks and needs. Programs may use any number of different assessment tools to assess the risks and needs of the youth and provide recommendations for services for prevention and intervention. Under Assessment programs are also Assessment Centers, which are a location where staff can meet with youth to complete the evaluations, and Referral Services, which are agencies that help youth and families find services within their communities based on their assessed needs. | ||
| Evidence based Nebraska - Alternatives to Diversion - Electronic Monitoring: 2020-21 (1371) | Social Justice | Better Living Counseling Services: Beatrice, Better Living Counseling Services: Nebraska City, Buffalo County Juvenile Division, Gage County MAPS Community Coalition, Juvenile Case Management System, Lancaster County Human Services, Owens Educational Services: Grand Island, Owens Educational Services: Omaha, Sarpy County Juvenile Justice Center, Washington County Juvenile Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Alternatives to Detention (ATDs) are programs that increase supervision on a youth rather than placing the youth in a secure facility while awaiting their court hearings (prejudicated youth). Youth in these programs are allowed to remain in the community with the ATD intervention to help prevent them from committing new law violations and make sure that the youth appear in court. ATDs include electronic monitor, tracking services, day and evening reporting centers and shelter care. Electronic monitor (EM) programs use electronic devices, usually worn on the youth’s ankle, that monitors their location and movement centered around their home, allowing them to go to school, jobs, activities, etc. as approved by the personal monitoring their movement. | ||
| Evaluation of Douglas County Detention Center Assessment and Case Management Services: 2016-17 (1372) | Social Justice | Douglas County Department of Corrections | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Assist in the development of assessment instruments to be used by DCDC to identify risk and need factors among their inmate population. Provide a descriptive analysis of the inmate population admitted during a six-month period in 2017, including the risks and needs posed by those inmates. Conduct an analysis of the predictive validity of the inmate assessment instruments used by DCDC. | |||
| Achieving Change Together Evaluation, Iowa Grant: 2019-20 (1373) | Social Justice | Safer Foundation | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2019-20 | Fall | None | 0 | 0 | 0 | 0 | 0 | 0 | Develop performance measures, data collection procedures, outcome measures, and method of study (evaluation plan) Finalize logic model Assist in developing and tracking data collection procedures by providers Process Evaluation consisting of focus groups and interviews of clients, case managers and key stakeholders | |||
| First Responders Foundation Needs Assessment: 2021-22 (1374) | Social Justice | First Responders Foundation | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2021-22 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Collect data on needs, particularly those related to COVID-19, through electronic surveys of first responders in Nebraska Complete an assessment addressing the impact of the COVID-19 pandemic on first responders in Nebraska Use findings from the needs assessment to provide suggestions for levels of service provision and type of service provision | |||
| Technical Assistance Provision for Corrections: 2019-20 (1375) | Educational Support | Nebraska Department of Correctional Services | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Collaborate with NDCS to develop Case Management Training curricula Communicate best practices according to the Risk Need Responsivity model for corrections to various staff and NDCS stakeholders Examine the programming needs of NDCS Collaborate with NDCS to optimize the usage of the STRONG-R risk/needs assessment Examine the accuracy and reliability of the STRONG-R risk/needs assessment | |||
| Reducing Violence/Recidivism through VRP Aftercare and CBI Open Groups: 2019-20 (1376) | Social Justice | Nebraska Parole | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2019-20 | Fall | None | 0 | 0 | 0 | 0 | 0 | 0 | To provide state and local community corrections agencies with information, resources, and training and technical assistance (TTA) on ways to improve supervision capacity and partnerships with other justice agencies to prevent recidivism and reduce crime in their jurisdictions. | |||
| Evidence based Nebraska - Alternatives to Diversion - Reporting Center: 2020-21 (1377) | Social Justice | CEDARS Home for Children, Sarpy County Juvenile Justice Center | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Day and Evening Reporting Centers are programs held at a specific location that provide intensive supervision for youth during the school hours for youth not in school and/or the afterschool hours. Programs may offer only day reporting, evening reporting, or both day and evening reporting for youth. Reporting centers use structured actives and classes that focus on needs and/or skills such as anger management, job skills, independent living, etc. Reporting centers do not provide treatment services. The goal of the reporting center is that youth will return to court with no new law violations. | ||
| Evidence based Nebraska - Alternatives to Diversion - Tracker: 2019-20 (1378) | Social Justice | Better Living Counseling Services: Beatrice, Buffalo County Juvenile Division, CEDARS - Otoe County, Gage County MAPS Community Coalition, Juvenile Case Management System, Owens Educational Services: Grand Island, Owens Educational Services: Omaha, Washington County Juvenile Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Tracking services assigns a program staff (tracker) to work with the youth to monitor the youth’s behavior and help the youth make it to appointments related to their case (court, drug tests, school, etc). Youth can have a tracker and an EM, but can also have one program without the other. | ||
| Evidence based Nebraska - Crisis Response: 2020-21 (1379) | Social Justice | CEDARS Home for Children, Heartland Family Services | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Crisis Response programs are made up of teams of individuals trained to intervene in cases where youth’s health or safety is threatened, resolve serious conflicts between parent/guardians and the youth regarding the youth’s conduct or disregard for authority, or runaway behavior. Law enforcement notifies Crisis Response teams when they are called to a location where there is a situation as mentioned above, and the staff/team works with the youth and their family/those involved in the situation to come to a solution the make sure the youth and others are safe. The solution can include creating a safety plan with the youth and family, services being provided to the youth and family to keep the youth at home, and/or the youth being places outside of the home. The Crisis Response staff/team can also recommend services within the community to address the needs of the youth/family as part of the resolution process, and follow-up with the family if needed. Crisis Respite falls under Crisis Response programs, and is a temporary placement for a youth outside of the home to provide relief for parents or caregivers. This is not an extended placement. | ||
| Evidence based Nebraska - Diversion: 2020-21 (1380) | Social Justice | Adams County Attorney, Banner County Attorney, Boone County Attorney, Box Butte County Attorney, Boyd County Attorney, Brown County Attorney, Buffalo County Attorney, Burt County Attorney, Butler County - Diversion, Butler Gast YMCA, Cass County Attorney, Chase County Attorney, Clay County Attorney, Colfax County Attorney, Cuming County Attorney, Custer County Attorney, Dakota County Attorney, Dawson County Attorney, Dodge County Attorney, Fillmore County Attorney, Gage County Attorney, Gosper County Attorney, Greeley County Attorney, Hall County Attorney, Hamilton County Attorney, Holt County Attorney, Howard County Attorney, Jefferson County Attorney, Johnson County Attorney, Knox County Attorney, Lancaster County Attorney, Lincoln County Attorney, Loup County Attorney, Madison County Attorney, Merrick County Attorney, Morrill County Attorney, Nance County Attorney, Nemaha County Attorney, Nuckolls County Attorney, Otoe County Attorney, Pawnee County Attorney, Pierce County Attorney, Platte Valley Diversion Program, Polk County Attorney, Richardson County Attorney, Sarpy County Juvenile Diversion, Scotts Bluff County Attorney, Seward County - Diversion, Sherman County Attorney, Stanton County Attorney, University of Nebraska Extension: Saline County, Valley County Attorney, Washington County Attorney, Wayne County Attorney, Webster County Attorney, York County Attorney | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Diversion programs are programs aimed at diverting low-risk youth with minor law violations from the juvenile system who would otherwise have charges filed or be adjudicated. The county attorney grants diversion for youth after considering the youth’s age, the nature of the offense, the youth’s history and future risk, and the recommendation of the referring agency. When a youth is granted diversion, the diversion officer should tailor a program for the youth based on the youth’s specific needs and areas he/she needs to focus on. If diversion is completed successfully, the youth’s charges are either dismissed or not filed in court. | ||
| TerraLuna, Operation Youth Success: 2017-18 (1381) | Social Justice | TerraLuna Collaborative | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Administer a State of the Collective Impact survey twice per year to provide feedback on the development and effectiveness of the Collective Impact process Analyze survey data and summarize in an executive summary and report Serve as a data coach to the OYS data coordinator, other OYS backbone members, and the OYS data subcommittee as needed Serve as a liaison for systems data to partnering juvenile justice agencies as needed Provide data cleaning, analysis, interpretation, and reporting for quantitative evaluation data as needed Develop presentations, reports, and other deliverables from the evaluation activities as required | |||
| Youth Impact! Cost-Benefit study: 2019-20 (1382) | Social Justice | Sherwood Foundation | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Update the cost-benefit analysis that was completed in 2016 and is included in the following report: Evaluation of the Crossover Youth Practice Model (Youth Impact!): Executive Summary Meet with DHHS leadership and staff to discuss the impact of Youth Impact! on DHHS behavior and caseloads levels in Douglas County and monetary costs and benefits corresponding to that impact Contact all agencies collaborating with Youth Impact! who were included in the original cost-benefit analysis Translate all financial information into 2019 dollars Produce a brief final report with an executive summary and updated cost-benefit table | |||
| Connected Youth Initiative Evaluation: 2019-20 (1383) | Educational Support | WestEd | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2019-20 | Summer | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Assist with the completion of the formative evaluation Participate in site visits to collaboratives and accompanying data collection Assist in the development of final formative evaluation documentation Assist with dissemination of CI follow-up survey Assist with interpretation and development of recommendations from the CI survey data Assist with the analysis, interpretation and reporting of the youth data Assist as a local liaison for accessing relevant archival data Lead the efforts for accessing juvenile justice archival data Assist with the dissemination of results to NCFF, community stakeholders, and the academic audience | |||
| Evidence based Nebraska - Family Support: 2019-20 (1384) | Social Justice | Belle Ryan, Better Living Counseling Services: Beatrice, Cheyenne County Attorney, COMPASS Nebraska, Healing Hearts and Families, Saunders County Youth Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | Summer | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Family Support Programs are community-based services that help to promote the well-being of children and families as well as increase the strength and stability of families. The services can be for youth and/or parents, and can occur within the home or at community locations. There are 4 sub-types of family support programs: Parenting Class, Advocacy, Social Workers, and Family Support. Parenting classes are a chance for parents to actively acquire parenting skills through sessions that focus on improving parenting of and communication with their children. Parents are taught how to engage in skill building, problem solving, and how to model types of mechanisms in an effort to reduce adverse childhood outcomes. Advocacy Programs help guide youth and/or their families through the juvenile justice system, explaining the process and importance of each hearing, outcome, or decision. Advocates may meet with youth and families at their home prior to court appearances to discuss the purpose of the hearing or what the consequences of not appearing in court may be. Advocates can also accompany youth and families to the proceedings. Social Workers assist youth with increasing their capacity for problem solving and coping, and help them obtain needed resources as well as facilitate interactions between youth and their environment. They seek to improve the youth’s quality of wellbeing through research directed therapeutic methods. The sub-type for Family Support covers the programs that are in the community helping families with a variety of needs that may not fit into the other 3 categories. Family Support workers can help families work out communication issues, resolve school attendance problems, locate resources within the community to help the families meet the needs of all family members, or many other services that can be individualized for the youth and/or family’s needs. | ||
| Evidence based Nebraska - Family Support - Advocacy: 2020-21 (1385) | Social Justice | Heartland Family Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Family Support Programs are community-based services that help to promote the well-being of children and families as well as increase the strength and stability of families. The services can be for youth and/or parents, and can occur within the home or at community locations. There are 4 sub-types of family support programs: Parenting Class, Advocacy, Social Workers, and Family Support. Advocacy Programs help guide youth and/or their families through the juvenile justice system, explaining the process and importance of each hearing, outcome, or decision. Advocates may meet with youth and families at their home prior to court appearances to discuss the purpose of the hearing or what the consequences of not appearing in court may be. Advocates can also accompany youth and families to the proceedings. | ||
| Evidence based Nebraska - Family Support - Family Support: 2020-21 (1386) | Social Justice | Banister’s Leadership Academy, Better Living Counseling Services: Beatrice, Boys Town, Boys Town - Buffalo County, CEDARS - Otoe County, Gage County MAPS Community Coalition, Platte County Juvenile Services, Project harmony, Thrive Center Omaha | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 3 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Family Support Programs are community-based services that help to promote the well-being of children and families as well as increase the strength and stability of families. The services can be for youth and/or parents, and can occur within the home or at community locations. There are 4 sub-types of family support programs: Parenting Class, Advocacy, Social Workers, and Family Support. The sub-type for Family Support covers the programs that are in the community helping families with a variety of needs that may not fit into the other 3 categories. Family Support workers can help families work out communication issues, resolve school attendance problems, locate resources within the community to help the families meet the needs of all family members, or many other services that can be individualized for the youth and/or family’s needs. | ||
| Evidence based Nebraska - Family Support - Social Work: 2020-21 (1388) | Social Justice | Better Living Counseling Services: Beatrice, YWCA Adams County | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 3 | 0 | 0 | 0 | 0 | Family Support Programs are community-based services that help to promote the well-being of children and families as well as increase the strength and stability of families. There are 4 sub-types of family support programs: Parenting Class, Advocacy, Social Workers, and Family Support. Social Workers assist youth with increasing their capacity for problem solving and coping, and help them obtain needed resources as well as facilitate interactions between youth and their environment. They seek to improve the youth’s quality of wellbeing through research directed therapeutic methods. | |||
| Evidence based Nebraska - Mediation - Restorative Justice: 2020-21 (1389) | Social Justice | AARP, Abide Omaha, Central Mediation Center - Sherman County, Central Middle School, Millard Public Schools, Concord Mediation Center, Gage County Attorney, Juvenile Case Management System, Nebraska Mediation Center, The Lighthouse, The Mediation Center | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mediation/Restorative Justice is a form of conflict resolution in which trained leaders help the victim(s) and offender work together to resolve disputes. Mediators do not make judgements or offer advice, and they have no power to force decisions. Victims are able to have input into an offender’s sentence. Includes victim impact statements, defining the restitution owed, or other forms of affecting resolution of a juvenile justice case. Other stakeholders may participate in the process as well. | ||
| Evidence based Nebraska - Mental Health - Assessment: 2020-21 (1390) | Social Justice | Project harmony | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mental Health programs work with youth to promote the youth’s recognition of their abilities and help identify coping skills to assist with promoting mental health well-being. Assessment programs use brief processes to identify immediate mental health and/or behavioral risks and needs. | ||
| Evidence based Nebraska - Mental Health - Treatment: 2019-20 (1392) | Social Justice | Center for Psychological Services, PC, Colfax County Mental Health, Completely Kids, Family Service Lincoln, HopeSpoke, Juvenile Case Management System, Malone Community Center, Platte County Juvenile Services, Saunders County Youth Services, Sidney Public School District, Southwest Nebraska Juvenile Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | None | None | 3 | 3 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mental Health programs work with youth to promote the youth’s recognition of their abilities and help identify coping skills to assist with promoting mental health well-being. Mental health treatment services are provided to youth with the goal of promoting productive coping techniques and cognitive mental functioning through therapeutic options that are client focused. Some mental health programs may complete mental health assessments and treatment. | ||
| Evidence based Nebraska - Mentoring - Community-based: 2020-21 (1393) | Social Justice | Banister’s Leadership Academy, Big Brothers Big Sisters of the Midlands, Community Connections, Girls Inc., Heartland Big Brothers Big Sisters, International Council for Refugees and Immigrants, Inc, MentoringWorks | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 3 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Community-based mentoring is a mentoring model where a positive adult is engaged in the youth’s life by spending time in the community together. The match is based on interests, hobbies, and compatibility in order to spend time together to share fun activities they both enjoy. The goal of this mentoring model is to reduce drug and alcohol use and antisocial behavior through establishing a supportive friendship and providing guidance. | ||
| Evidence based Nebraska - Mentoring - School-based: 2020-21 (1394) | Social Justice | Centennial Public Elementary School, Centennial School District, Centennial Public Junior Senior High School, Centennial School District, Juvenile Case Management System, Platte County Juvenile Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mentoring programs match a young person (mentee) with a more experienced person who is working in a non-professional capacity (mentor) to help provide support and guidance to the mentee in one or more areas of the mentee’s development. There are 4 types of Mentoring programs: Community, Juvenile Justice, School, and Youth Initiated. School-based mentors meet with youth on school premises to focus on school-related issues. The goal of this relationship is to improve youth attendance, grades, and attitudes toward school so that the youth is more likely to graduate. | ||
| Evidence based Nebraska - Mentoring - Youth Initiated: 2020-21 (1395) | Social Justice | Midlands Mentoring Partnership | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mentoring programs match a young person (mentee) with a more experienced person who is working in a non-professional capacity (mentor) to help provide support and guidance to the mentee in one or more areas of the mentee’s development. There are 4 types of Mentoring programs: Community, Juvenile Justice, School, and Youth Initiated. Youth Initiated Mentors are mentors that are identified by the youth as someone who is already a support or mentor for the youth. The program then helps to make sure the match is safe and supportive for the youth and to help develop natural mentors for more sustainable matches. The goal of this mentoring relationship is to help youth identify and sustain a healthy support system. | ||
| Evidence based Nebraska - Promotion/Prevention - 40 Developmental Assets: 2020-21 (1396) | Social Justice | Community Connections, Platte County Juvenile Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Promotion/Prevention programs use methods or activities to reduce or deter specific problem behaviors such as bullying, gang involvement or substance abuse; or to promote positive behaviors and outcomes. 40 developmental assets promotion/Prevention programs are 40 research-based, positive qualities that influence young people’s development, helping them become caring, responsible, and productive adults. Based in youth development, resiliency, and prevention research, the Developmental Assets framework has proven to be effective and has become the most widely used approach to positive youth development in the United States and, increasingly, around the world. The framework has been adapted to be developmentally relevant from early childhood through adolescence. | ||
| Evidence based Nebraska - Promotion/Prevention - Gang: 2020-21 (1397) | Social Justice | Platte County Juvenile Services, YouTurn Omaha | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Promotion/Prevention programs use methods or activities to reduce or deter specific problem behaviors such as bullying, gang involvement or substance abuse; or to promote positive behaviors and outcomes. Gang programs aimed at reducing the number of serious, violent, and chronic juvenile offenders from gang related activities | ||
| Evidence based Nebraska - Promotion/Prevention - Employment Skills: 2020-21 (1398) | Social Justice | Alliance Alternative High School, Alliance Public Schools | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Promotion/Prevention programs use methods or activities to reduce or deter specific problem behaviors such as bullying, gang involvement or substance abuse; or to promote positive behaviors and outcomes. Promotion/Prevention programs that aim for promoting positive behaviors can focus on employment skills, life skills, or be pro-social activities which are designed to encourage youth to behave in ways that benefit others. Employment skill programs provide educational and support services to enhance job skills and improve employability. | ||
| Evidence based Nebraska - Promotion/Prevention - Lifeskills: 2019-20 (1399) | Social Justice | Horizon Recovery, Lutheran Family Services of Nebraska, Fremont | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Promotion/Prevention programs use methods or activities to reduce or deter specific problem behaviors such as bullying, gang involvement or substance abuse; or to promote positive behaviors and outcomes. Promotion/Prevention programs that aim for promoting positive behaviors can focus on employment skills, life skills, or be pro-social activities which are designed to encourage youth to behave in ways that benefit others. Life skill programs provide education to enhance independence and the performance of daily activities by focusing primarily on the skills needed to ensure the youth’s biological, physiological, and safety needs. | ||
| Evidence based Nebraska - Promotion/Prevention - Prosocial activity/attitudes: 2019-20 (1400) | Social Justice | Buffalo County Juvenile Division, CEDARS Home for Children, Center for Holistic Development, Central Schools, City of South Sioux City, el Centro de las Americas, Family Skill Building Services, LLC, Girl Scouts Spirit of Nebraska, Heartland Family Services, Latino Center of the Midlands, Malone Community Center, Metro Area Youth Services, Police Athletics for Community Engagement, Rabble Mill, The HUB Lincoln, The Lighthouse, Thrive Center Omaha | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Promotion/Prevention programs use methods or activities to reduce or deter specific problem behaviors such as bullying, gang involvement or substance abuse; or to promote positive behaviors and outcomes. Promotion/Prevention programs that aim for promoting positive behaviors can focus on employment skills, life skills, or be pro-social activities which are designed to encourage youth to behave in ways that benefit others. Prosocial activity/attitudes programs encourage a youth to behave voluntarily in ways intended to benefit others and fosters this through skills training. | ||
| Evidence based Nebraska - School-based - After-school: 2021-22 (1401) | Social Justice | Blue Valley Community Action, Inc, Boys and Girls Club of Lincoln, Juvenile Case Management System, YWCA Adams County | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2021-22 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | School-based programs help provide educational support, training and/or supervision for youth where academic and/or behavioral problems originated in the school setting. There are four types of school-based programs: After School, Alternative School, School Interventionist, and School Resource Officers. After-school programs provide activities during the summer and after-school time frames to give youth a place to be engaged in constructive activity in order to reduce juvenile crime. This can include tutoring services or other educational support for youth. | ||
| Evidence based Nebraska - School-based - Alternative School: 2020-21 (1402) | Social Justice | Alliance Alternative High School, Alliance Public Schools, Juvenile Case Management System, Nebraska Writers Collective, Platte County Juvenile Services, Saunders County Youth Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | School-based programs help provide educational support, training and/or supervision for youth where academic and/or behavioral problems originated in the school setting. There are four types of school-based programs: After School, Alternative School, School Interventionist, and School Resource Officers. Alternative Schools focus on youth who have been expelled or suspended form their home school system to provide academic enrichment to the youth. This helps youth earn credits while waiting to return to school so they don’t fall behind in school work, grades, and can graduate in a timely manner. | |||
| Evidence based Nebraska - School-based - Interventionist: 2020-21 (1403) | Social Justice | Chadron Public Schools, Hall County Juvenile Services, The HUB Lincoln, University of Nebraska Extension: Saline County, York Public Schools | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | School-based programs help provide educational support, training and/or supervision for youth where academic and/or behavioral problems originated in the school setting. There are four types of school-based programs: After School, Alternative School, School Interventionist, and School Resource Officers. School Interventionists identify and coordinate behavioral or academic intervention for a student. Youth can be referred to the school interventionist for attendance issues, poor grades, lack of engagement, behavior issues, etc. The intervention process includes clearly identifying the problem, selecting a strategy to address the problem, and measuring the effectiveness of the strategy. The intervention can include other supports for the youth within the school or community. | ||
| Evidence based Nebraska - System Improvement: 2020-21 (1404) | Social Justice | Buffalo County Community Partners, City of South Sioux City, Community Connections, Douglas County Administration, Four County Juvenile Services, Gage County MAPS Community Coalition, Holt County Juvenile Services, Juvenile Case Management System, Lancaster County Human Services, Panhandle Partnership, Platte County Juvenile Services, Seward High School, Seward Public Schools, YWCA Adams County, YWCA Lincoln | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | System Improvement programs don’t generally work directly with youth, but rather support the programs, agencies and initiatives that do the direct work. This includes, but is not limited to, grant writers, coordinators, evaluators, training/quality improvement programs, and data collection. System Improvement also included backbone support organizations, which are organizations or agencies that serve as the backbone for the entire initiative, coordinating participating organizations and agencies, facilitating technology and communications support, logistical and administrative details, and data collection and reporting. | ||
| Evidence based Nebraska - Truancy: 2019-20 (1405) | Social Justice | Boyd County Attorney, Buffalo County Attorney, Butler County - Attendance Support Program, Cass County Attorney, Central Mediation Center - Sherman County, Central Nebraska Youth Services, Dodge County Attorney, Greater Omaha Attendance and Learning Services, Holt County Attorney, Jefferson County Attorney, Lancaster County Human Services, Latino Center of the Midlands, Madison County Attorney, Otoe County Attorney, Platte Valley Diversion Program, Sarpy County Juvenile Justice Center, Saunders County Attorney, Schuyler Community Schools, Seward County Justice Center: Attendance Support Program, Striving Towards Attendance Realizing Success, Thayer County Attorney, Urban League of Nebraska, York County Attorney | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Truancy programs focus on youth with unauthorized absences in order to prevent system involvement. Programs can become involved with youth at different stages of absenteeism, with schools referring youth who have 5-10 unexcused absences up to the county attorney’s officer referring youth to the program when their level of absences requires legal intervention. Truancy programs can also be part of diversion. | ||
| Internships: 2019-20 (1406) | Economic Impact, Health and Wellness, Social Justice | Douglas County Juvenile Assessment Center, Lutheran Family Services of Nebraska, Omaha-Douglas County Victim Assistance Program, Omaha Police Department, United States Marshals Service | Criminology and Criminal Justice | Community-Based Learning | Internship/Externship | None | Spring | 2019-20 | Spring | 2019-20 | 15 | 2,400 | 0 | 0 | 0 | 0 | Employment and Workforce, Social Justice Awareness, Other | Robbery CIT Training Mental Health | Student interns assigned community agencies for experiential learning. | |
| Parole Validation Study: 2016-17 (1407) | Social Justice | Nebraska Department of Correctional Services | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | Fall | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Extract data from paper Parole Supervision Inventory (PSI) forms and create an electronic spreadsheet with this data Merge PSI data with institutional data from NDCS in order to: Compare inter-rater reliability Track changes in readiness over time Correlate inmate background characteristics and offense history with changes in readiness and outcomes such as parole violations, parole revocations, and return to NDCS custody Examine the ability of the individual factors of the PSI and the overall PSI to predict outcomes such as parole violations, parole revocations, and return to NDCS custody | |||
| Project Safe Neighborhooda 2014-2016: 2016-17 (1409) | Educational Support | City of Omaha | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Conduct a proactive analysis of the local crime problems and assist law enforcement in developing a proactive plan for gun crime reduction in association with PSN efforts. Conduct a post-operation evaluation to determine if the impact of law enforcement operations were effective in the reduction of crime in the target areas. Provide interim technical support and data analysis as requested. | ||||
| Completely KIDS Evaluation: 2016-17 (1414) | Educational Support | Completely Kids | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Analyze the following data from Completely KIDS Liberty Elementary programs Parent surveys Youth surveys Parental attendance records for CK programming Youth attendance records for CK programming Youth grades Youth attendance and tardiness school records Develop a final evaluation report | ||||
| Indian Creek set up: 2020-21 (1417) | Environmental Stewardship | Athletics | Volunteering | Volunteerism | None | Fall | 2020-21 | Fall | None | 10 | 20 | 0 | 0 | 0 | 0 | Students helped the golf course set up | ||||
| CRCC at home videos: 2020-21 (1418) | Educational Support | Childrens Respite Care Center (CRCC) | Athletics | Knowledge and Resource Sharing | None | None | Fall | 2020-21 | Fall | None | 20 | 40 | 0 | 0 | 0 | 0 | Students made videos demonstrating how to do something. |