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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Yard work: 2020-21 (1419) | Christ Community Church | Athletics | Volunteering | None | None | Fall | 2020-21 | Fall | None | 11 | 33 | 0 | 0 | 0 | 0 | students cleaned up the community | ||||
| Omaha Parks and Rec clean up: 2020-21 (1420) | Environmental Stewardship | Omaha Parks, Recreation, and Public Property | Athletics | Volunteering | None | None | Fall | 2020-21 | Fall | None | 9 | 45 | 0 | 0 | 0 | 0 | Cleaned up Omaha | |||
| Track Prep: 2020-21 (1421) | Environmental Stewardship | Athletics | Volunteering | None | None | Fall | 2020-21 | Fall | None | 1 | 5 | 0 | 0 | 0 | 0 | prepared track for season | ||||
| Global Learning at Management Center Innsbruck.: 2016-17 (1422) | International Service | Management Center Innsbruck | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 39 | 0 | 0 | 0 | 0 | 0 | Innsbruck is nestled in the Alps, Austria and is a favorite for skiing and hiking no matter the time of year. The alpine city is beautiful in both the summer and winter, providing seasonal activities, festivals, and concerts. Austria is also an excellent country from which to see more of Europe, with its centralized location making it a good home base. Management Center Innsbruck (MCI) is one of two major universities in the city, testifying to its student friendly atmosphere. MCI has quickly developed into one of the top business schools in Austria and is rated the highest in student satisfaction. MCI has particular strengths in its wide range of English courses and the ability to find internships alongside coursework. UNO and MCI have an extensive partnership including summer and semester exchange, faculty cooperation, and two dual degree programs with the College of Information Science and Technology and the College of Business Administration. | ||||
| Global Learning at University of Innsbruck: 2016-17 (1423) | International Service | University of Innsbruck | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Innsbruck is the capital of the western state of Tyrol, just two hours from Salzburg and Munich. A small section of sturdy medieval houses painted in a variety of pastels marks Innsbruck's Old Town. In addition to the mix of historic and modern sites in the city, Innsbruck is the perfect location for hikers, winter sport enthusiasts, and anyone who loves being near the mountains. Along with Management Center Innsbruck (MCI), the University of Innsbruck makes Innsbruck a student oriented city with stunning views of the Alps and easy treks to neighboring European cities. University of Innsbruck offers a full range of courses in German for students seeking an immersive semester or year abroad. English courses are available at the graduate level. University of Innsbruck and UNO became bilateral exchange partners in 2014. | ||||
| Global Learning at Laval University: 2016-17 (1424) | International Service | Laval University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 47 | 0 | 0 | 0 | 0 | 0 | Canada offers a high quality of living, unique multiculturalism, and vast natural wonders. Québec City is the heart of French-speaking Canada, a UNESCO world heritage city ranking as Canada’s top visitor destination, with a distinctly European feel to it. French is widely spoken in our neighboring country to the north, where it is an official language. Québec has a significant French cultural influence. Laval University offers over 400 academic programs, all taught in French. Students must have a B2 French level on the Common European Framework Reference scale. It is also possible to study French as a Foreign Language (FLE) at Laval University. UNO and Laval University first became affiliated in 2007. Every other summer, UNO’s French Department sends a UNO faculty leader with a class of students to spend 5 weeks studying French at Laval University. | ||||
| Global Learning at Aalto University School Business: 2016-17 (1425) | International Service | Aalto University School of Business | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 3 | 0 | 0 | 0 | 0 | 0 | Mikkeli is in the heart of Lakeland Finland, a popular outdoor destination and the ‘holiday capital’ of Finland. Lovers of the outdoors will feel at home here. Aalto University and Mikkeli are host to numerous international students from around the world. From its quirky capital to its expansive forests, Finland is sure to hold delights for every student, and it is well-connected to the rest of Europe for the keen traveler. It was also named as one of the top ten countries in the world to visit in 2017. Aalto University School of Business is the largest and leading business school in Finland, with Triple Crown status and an active startup community. Aalto University is a bilateral exchange partner of UNO. Students can study business in the heart of lakeland Finland for the cost of UNO tuition in the summer, semester, or academic year. In addition to Aalto and UNO’s student exchange, faculty from the College of Business Administration travel to Mikkeli each year to teach courses as part of Aalto’s unique three-week module academic calendar. | ||||
| Global Learning at Burgundy School of Business: 2016-17 (1426) | International Service | Burgundy School of Business | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 9 | 0 | 0 | 0 | 0 | 0 | Dijon is the capital city of the Burgundy region of eastern France with a rich cultural heritage and is home to many historical sites. Burgundy School of Business (BSB) is located just a short, ten minute walk from the city center and has business courses in both English and French. From its Mediterranean beaches and mountains, to one of the largest cities in the world, to quaint medieval towns, France has something for everyone. BSB offers business courses in either French or English, so students can spend up to a year studying in their preferred language. Both undergraduate and MBA students have taken advantage of BSB’s semester and short-term program offerings since UNO and BSB became partner institutions in 2015. UNO has also welcomed BSB students to campus, and the successful relationship was renewed for the future in 2021. | ||||
| Global Learning at Centre de Linguistique Appliquee: 2016-17 (1427) | International Service | Centre de Linguistique Appliquée | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 51 | 0 | 0 | 0 | 0 | 0 | Besançon is located in eastern France in the Franche-Comté region near Switzerland. It is a medium-sized and foreigner-friendly city with good public transportation and many pedestrian walking areas, and has access by short train journeys to neighboring cities. UNO students can spend a summer, semester, year, or more studying in French at the University of Franche-Comté (UFC) and its language center, the Centre de Linguistique Appliquée, or CLA. The university partnership is with the University of Franche-Comté, but students will typically take classes in French language and culture at the CLA. Students who intend to go on exchange at UFC generally spend at least a semester at the CLA first. Every other summer, UNO’s French Department sends a UNO faculty leader with a class of students to spend 4 weeks studying French at the Centre de Linguistique Appliquée. | ||||
| Global Learning at University of Franche-Comte: 2016-17 (1428) | International Service | University of Franche-Comte | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 2 | 0 | 0 | 0 | 0 | 0 | Besançon is located in eastern France in the Franche-Comté region near Switzerland. It is a medium-sized and foreigner-friendly city with good public transportation and many pedestrian walking areas, and has access by short train journeys to neighboring cities. UNO students can spend a summer, semester, year, or more studying in French at the University of Franche-Comté (UFC) and its language center, the Centre de Linguistique Appliquée, or CLA. The university partnership is with the University of Franche-Comté, but students will typically take classes in French language and culture at the CLA. Students who intend to go on exchange at UFC generally spend at least a semester at the CLA first. Every other summer, UNO’s French Department sends a UNO faculty leader with a class of students to spend 4 weeks studying French at the Centre de Linguistique Appliquée. | ||||
| Global Learning at Osnabruck University of Applied Science: 2016-17 (1429) | International Service | Osnabrück University of Applied Sciences | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 4 | 0 | 0 | 0 | 0 | 0 | Osnabrück is a mid-sized town in northwestern Germany. It is easy to get around by foot or bike, and students can easily access the rest of Germany and Europe due to the excellent transportation system. It is a great environment to work on German language skills and meet other international students. There is a relatively low cost of living compared to other German cities. In either German or English, UNO students can spend a semester or year studying at Osnabrück University of Applied Sciences (Hochschule Osnabrück). This university appeals to business, design, and STEM students, or anyone with an interest in learning in German. With numerous business classes taught in English and opportunities to intern or do research projects, Osnabrück has been a hands on partner for UNO since 2013. | ||||
| Global Learning at Braunschweig University of Technology: 2016-17 (1430) | International Service | Braunschweig University of Technology | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 19 | 0 | 0 | 0 | 0 | 0 | Braunschweig, Germany is one of Omaha's sister cities, and is home to one of UNO’s longest standing international partners, Technische Universität Braunschweig. Since 1990, UNO has been partnered with 'TU Braunschweig,' and students have the opportunity to spend a summer, semester, or year at Germany's oldest technical university. TU Braunschweig offers courses in some STEM fields, an intensive German language semester, and the summer language course is a continued favorite. The UNO College of Information Science & Technology offers a dual degree program with TU Braunschweig for graduate students, and many students have travelled from Germany to UNO for a semester or longer during this decades long partnership. | ||||
| Global Learning at Shizuoka University: 2016-17 (1431) | International Service | Shizuoka University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 63 | 0 | 0 | 0 | 0 | 0 | Shizuoka is Omaha’s oldest sister city, and the two have a longstanding relationship of cultural exchange. Shizuoka is in the center of Japan, surrounded by a variety of natural landscapes, and offers the ideal setting for culture and language immersion. Public transportation in Japan is among the best in the world, and the country is safe, clean, and welcoming. Shizuoka University is UNO's longest running bilateral exchange partner, with over 4 decades of friendship. The exchange at Shizuoka University is available for a full year and is ideal for students who have completed at least one year of Japanese, preferably two years by the time of departure. UNO students are expected to use Japanese for the duration of their stay. In addition to decades of year-long student exchange, UNO and Shizuoka University have offered one another special summer tours to send and receive students for shorter periods of immersion. | ||||
| Global Learning at Meiji University: 2016-17 (1432) | International Service | Meiji University | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | None | 24 | 0 | 0 | 0 | 0 | 0 | Experience the epicenter of Japanese fashion, cuisine, technology, business and more - there is nowhere in the world quite like Tokyo. Head to Japan for stunning temples and shrines, beautiful and varied landscapes, the largest city in the world, amazing food, and a rich culture. Meiji University is in Japan’s capital of Tokyo, a truly city-based university. UNO students study at one of Japan’s best universities and immerse themselves in the world’s largest city. In addition to offering Japanese as a second language at all levels, students can take content courses taught in Japanese or select courses from the school of Business Administration or the school of Global Japanese Studies taught in English. The UNO - Meiji University partnership is one of UNO’s most active on both sides, with a consistent stream of students coming from Japan to Omaha and from Omaha to Japan each year. | ||||
| Global Learning at Kwansei Gakuin University: 2016-17 (1433) | International Service | Kwansei Gakuin University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 20 | 0 | 0 | 0 | 0 | 0 | KGU is located between Osaka and Kobe, so there's plenty to keep students interested, and with the public transportation in Japan, travel is convenient. UNO students stay on campus or increase their immersion by living with a host family within commutable distance to the cities. Kyoto, Japan's former medieval capital city, is just a train ride away. Students can participate in the Contemporary Japan Program (CJP) while on exchange at Kwansei Gakuin University (KGU), choosing either the Japanese Language track to focus on language acquisition or the Modern Japan track to focus on international studies or other coursework offered in English. Language courses and content courses can also be taken in the summer. UNO has welcomed many students from KGU and sent many students to KGU since becoming exchange partners in 2015. | ||||
| Global Learning at Siauliai University: 2016-17 (1434) | International Service | Siauliai University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 10 | 0 | 0 | 0 | 0 | 0 | Šiauliai is one of Omaha’s sister cities, and the two have an extensive shared history of exchange, particularly in the field of music. The small city is located in Northern Lithuania and near the geographical center of Europe. There is a low cost of living, making this an affordable option for students on exchange. Students benefit from the smaller, more intimate environment. Šiauliai University offers many courses in English, especially for undergraduates. Šiauliai University became a part of the larger Vilnius University in 2021. | ||||
| Global Learning at Delft University of Technology: 2016-17 (1435) | International Service | Delft University of Technology | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 4 | 0 | 0 | 0 | 0 | 0 | The medieval canal city of Delft may be best known as the birthplace of painter Johannes Vermeer or for its iconic blue and white Dutch porcelain, but it is also a thriving modern city that supports a wide variety of residents, including many international students. The Netherlands is known for being friendly to English speakers, and it has some of the highest social equality in the world. It is centrally located within Western Europe and is well-connected for students who want to travel elsewhere with ease. Students of all origins will feel welcome in this multicultural country. Delft University of Technology (TU Delft) is an excellent choice for STEM students to study in English, with our partnership based in the Electrical Engineering, Mathematics and Computer Science department and the Technology, Policy, and Management department. TU Delft is in the top 100 for both the QS and THE world university rankings. | ||||
| Global Learning at University of Groningen: 2016-17 (1436) | International Service | University of Groningen | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 19 | 0 | 0 | 0 | 0 | 0 | Groningen is a vibrant student city. Its population has the lowest average age in the Netherlands; one in four inhabitants is a student. Students can be seen everywhere: studying in the Noorderplantsoen park, enjoying the nightlife and working various part-time jobs. Groningen is also a safe and green city to live in, with the quiet countryside a short bike-ride away. The University of Groningen is a highly regarded public research institution with a wide variety of courses in English and a good student support system. The exchange is facilitated by the Faculty of Spatial Sciences at the University of Groningen, so - alongside their major courses - all exchange students take a portion of their courses in spatial sciences, including a collaborative and interactive "Spatial Problems and Spatial Policies (SPSP)" course surveying urban planning in the Netherlands. | ||||
| Global Learning at University of Agder: 2016-17 (1437) | International Service | University of Agder | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | None | 69 | 0 | 0 | 0 | 0 | 0 | Norway, "The World's Happiest Country," is a wonderful location for nature lovers. Mountains, glaciers, forests, and coastal fjords make Norway a beautiful country to explore. In addition to its natural wonders Norway boasts many urban centers and historic sites that share its Viking past. Students who only speak English will find Norway a comfortable destination where they can easily communicate with locals and navigate daily life. Kristiansand is a medium sized city along the southern tip of Norway. It is a beautiful city set among the Norwegian fjords with a robust cultural and social scene, and is particularly well known for being family oriented. The University of Agder (or UiA) is a longstanding partner of UNO, offering semester exchanges, the European Integration Summer School for graduate students, and online programming in collaboration with the College of Information Science and Technology. | ||||
| Global Learning at Yeungnam University: 2016-17 (1438) | International Service | Yeungnam University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | Fall | 2021-22 | 45 | 0 | 0 | 0 | 0 | 0 | Yeungnam University (YU) is UNO’s University Partnership in South Korea. YU is located in Gyeongsan, neighboring the metropolitan city of Daegu and just two hours by train from South Korea’s capital, Seoul. YU offers a large number of courses in English, beginning Korean language classes, a thriving international student population, and is one of the most affordable exchange programs. UNO students have the opportunity to be an English conversation tutor for 4 hours per week in the Language Partner Program at YU, and receive a monthly stipend for their time. This is a wonderful way for students to help cover their expenses while in Korea and to meet local students. Internships are another hands on experience YU can support, and they are able to help qualified exchange students obtain a local internship. As of the 2020/2021 academic year, 41 UNO students have studied at YU and 27 YU students have studied at UNO. YU students have also come to UNO for short-term intensive English programs at ILUNO as part of this partnership. | |||
| Global Learning at Lulea University of Technology: 2016-17 (1439) | International Service | Lulea University of Technology | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 6 | 0 | 0 | 0 | 0 | 0 | Lulea is the largest city in the Swedish Lapland, with unique historical sites to explore. Located on the coast, 1000+ islands with beaches, cottages, and seals are just offshore in the Bay of Bothnia. Luleå is the home of Luleå Technical University (LTU). LTU is a major center for research and education, and it supports the students who are drawn to it from around the world with international student groups, activities, and a wide range of courses in English. UNO students can study business, engineering, IT, or music. The university conducts research collaboratively with several large companies and leading international universities, and has a strong focus on sustainability. | ||||
| Global Learning at University of Fribourg: 2016-17 (1440) | International Service | University of Fribourg | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 5 | 0 | 0 | 0 | 0 | 0 | The University of Fribourg is inextricably part of the city of Fribourg, a primarily French-speaking medieval city and student city. German is also widely spoken in Fribourg, making it a truly bilingual place to live. It is also a comparatively inexpensive Swiss city. UNO students get to know Switzerland's unique history, from its historical 'neutral' status to the United Nations office in Geneva to it’s natural beauty, from Lake Maggiore to Dufourspitze, the highest peak in the Swiss alps. Students can spend a semester or year on exchange in Switzerland studying in either German or French at the University of Fribourg. The relationship between UNO’s English Department and University of Fribourg’s English Department is strong, and those studying linguistics and English literature can take numerous interesting courses at Fribourg. | ||||
| Global Learning at Bilkent University: 2016-17 (1441) | International Service | Bilkent University | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | None | 8 | 0 | 0 | 0 | 0 | 0 | As the capital of Turkey, Ankara is a large transportation hub in the center of the country. It is a modern city with a rich and storied history in the Anatolian heartland. Bilkent University is a short twenty minute bus ride to the center of the city, and the language of instruction is English. The 1200+ acre campus is home to housing, dining, sports facilities, and students from 73 different countries. The university provides free housing for all their incoming exchange students. UNO students can spend a semester or year in Ankara, and Bilkent University students can do the same in Omaha. | ||||
| Global Learning at University of Portsmouth: 2017-18 (1442) | International Service | University of Portsmouth | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2017-18 | None | 3 | 0 | 0 | 0 | 0 | 0 | Portsmouth is a lively island city on the south coast of England. It is a city with many identities: the historic sits comfortably with the modern, offering the best of both worlds. Just 90 minutes by direct train from the center of London, Portsmouth is also within easy reach of Heathrow, Gatwick and Southampton Airports. As a busy ferry port, it is a gateway to the continent with regular sailings to France and Spain. UNO students study political science and international studies at the University of Portsmouth alongside both local and foreign students, as some of the university's 4000+ international students. The University of Portsmouth is ranked in the top 2% of universities in the world and reports high student satisfaction. The relationship between UNO and the University of Portsmouth is tied to UNO’s Political Science Department and UP’s School of Area Studies, History, Politics, and Literature. | ||||
| Evidence based Nebraska - Diversion (Truancy): 2020-21 (1443) | Social Justice | Cheyenne County Attorney, Deuel County Attorney, Kimball County Attorney | 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 | 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. | |||
| KINS 3900 Physical Activity Resource Creation (Fall 2019): 2019-20 (1445) | Educational Support, Health and Wellness | Omaha Public Schools, The Wellbeing Partners | Health and Kinesiology, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 34 | 100 | 0 | 7,000 | 0 | 0 | Education, Capacity Building, Health Awareness | Students from Dr. Dinkel's KINS 3900 course worked with our Youth Wellness Coordinator to create infographics and videos on topics regarding physical activity. These resources are being shared with the community as a whole via our website and social media pages, as well as specifically targeted to OPS schools in zip codes identified as having higher health risks. Teachers and administrators at these schools will share the resources directly with their students. While working with The Wellbeing Partners, UNO students learned about the population of students at their target schools, including the need to create graphics that were at appropriate reading levels, representative of the student population, and culturally sensitive. UNO students also learned about some common physical activity barriers that targeted OPS students may experience (ie lack of outdoor play space, lack of funds for sports clubs, etc). While working with Dr. Dinkel, students learned theories of physical activity promotion and motivation that were applied to the infographics and videos they created. The resources created by the UNO students that were selected to be shared can be found here: https://www.thewellbeingpartners.org/change/activate-youth/physical-activity-promotion/ The economic value of the project was $1750. This project allowed us to provide high quality and useful resources to our school partners and community members. Partnering with KINS 3900 students allowed us to utilize their expertise in physical activity promotion. UNO KINS 3900 students benefited from this project by learning about the school community that many may choose to serve in their later careers. This project gave them a practical application for the knowledge they gained throughout the course as to how to promote physical activity and motivate people, including children, to be physically active. Dr. Dinkel, faculty for UNO, benefited by being able to provide a real-life application for the content that she was teaching. OPS schools and the community at large benefited by gaining access to high-quality resources that can be used to promote physical activity for children and their families. | ||
| Human Rights in Education Course Development (Spring 2021): 2020-21 (1446) | Educational Support, Social Justice | Education Rights Counsel (ERC) | Center for Faculty Excellence, Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Spring | 2020-21 | Spring | 2020-21 | 8 | 64 | 0 | 0 | 0 | 0 | Education, Human Rights & Trafficking, Capacity Building | Working with Dr. Connie Schaffer to provide instruction and oversee a graduate level education course called Human Rights in Education. The project engages students in case studies based on real education situations that can be used for training of educators, stakeholders, and advocates. Additional information about the type of activity: Collaborative grant proposal, Internship, for credit (UNO Student) | ||
| LinkedIn Profile Coaching for UNO Students: 2019-20 (1448) | Economic Impact, Educational Support | Urban League of Nebraska | Business | Knowledge and Resource Sharing | Workshop | None | Fall | 2019-20 | Fall | 2019-20 | 15 | 30 | 0 | 0 | 0 | 0 | Employment and Workforce | LinkedIn professionals came to the UNO campus to help college students improve their LinkedIn Profile. One-on-one coaching was provided by experts at LinkedIn and feedback was received to create impactful profiles for the job searches. | ||
| Striving for Success Youth Summit: 2019-20 (1449) | Educational Support | 100 Black Men of Omaha, Boys and Girls Club of the Midlands, Civic Nebraska, Empowerment Network, Omaha Home for Boys, Omaha Police Department, Urban League of Nebraska | Goodrich Scholarship Program, Multicultural Affairs, Project Achieve, Thompson Learning Community | Knowledge and Resource Sharing | Mentoring | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 140 | 700 | 0 | Youth Programming | Striving for Success Youth Summit for 8th-9th grade African-American Males exposed 8th and 9th grade African American males to educational, career, and life choices through a comprehensive day of facilitators and events. | ||
| Teen Summit College and Employment Planning: 2019-20 (1450) | Educational Support | Black Police Officers Association, Charles Drew Health Center Inc., Empowerment Network, Omaha Public Library, Urban League of Nebraska | Fraternity & Sorority Life, Sigma Phi Epsilon | Knowledge and Resource Sharing | Mentoring | None | Fall | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 53 | 318 | 0 | Youth Programming | The project involved having middle school and high school students from the metro area participate in learning about employment training, college planning, financial literacy and student peer panel facilitation. | ||
| Evidence based Nebraska - Promotion/Prevention: 2020-21 (1451) | Social Justice | Asian Community and Cultural Center, Girl Scouts Spirit of Nebraska | 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 | 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. Some Promotion/Prevention can touch on different areas of promoting positive behaviors while working to prevent the problem behaviors within the same program. Promotion/Prevention programs can also utilize 40 Developmental Assets programming which focus on 40 research-based, positive qualities that influence young people’s development, helping them become caring, responsible, and productive adults. Programs in this category will meet with youth in an ongoing basis over a specific period of time. | |||
| Evidence based Nebraska - Assessment - Referral Services: 2020-21 (1453) | Social Justice | Boys Town, CEDARS Home for Children, Changes Counseling Services LLC, Community Based Services, KVC Nebraska, Omni Inventive Care (Formerly Omni Behavioral Health), Owens Educational Services: 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 | 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. Referral Services are agencies that help youth and families find services within their communities based on their assessed needs. | ||
| Evidence based Nebraska - School-based - School Resource Officers: 2020-21 (1455) | Social Justice | Gordon-Rushville Public Schools, Howard County Sheriff, Juvenile Case Management System | 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 Resource Officers are career law enforcement officers, with sworn authority, who are assigned by the local law enforcement agency to work in collaboration with school and community-based organizations. The officer is on school campus and youth can be referred to the program for criminal activity, behavior problems, and/or academic issues. | ||
| Global Learning at University of Graz: 2016-17 (1456) | International Service | University of Graz | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Called the “Capital of Delight,” Graz features a variety of events and culinary highlights to the benefit of its large student population. It is considered one of the best preserved cities in Europe, with a cultural heritage of Slovene and German. It is located in the south of Austria, not far from Slovenia, and hiking and skiing opportunities abound for the outdoor enthusiast in this lush region. University of Nebraska at Omaha students have the opportunity to spend their semester alongside other international and Austrian students at the University of Graz. UNO sends and receives students from the University of Graz through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Antwerp: 2016-17 (1457) | International Service | University of Antwerp | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Antwerp is Belgium’s second largest city, and has a lively modern cultural and social scene set against the backdrop of its medieval architecture and cobbled streets. Live music, art museums, expansive parks, and well-connected public transportation serve the city's nearly 45,000 students. Antwerp is the largest city in the Flanders region of Belgium, a Dutch-speaking region in the northern part of Belgium. English options are widely available at the University of Antwerp, though in some disciplines are limited to graduate courses. Language courses are also available and all exchange students receive a Dutch ‘survival’ course - the official language of Flanders. UNO sends and receives students from the University of Antwerp through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Masaryk University: 2016-17 (1458) | International Service | Masaryk University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | The city of Brno has over one thousand years of history and is located in the southeastern part of the Czech Republic. It is a University city with over 90,000 students in attendance during the academic year. Local culture is a passion of the residents of Brno and much time and money is spent every year on cultural activities, including Moravian folklore, which is of special importance. The Czech Republic (or Czechia as it is now called) is located within central Europe and is aptly placed for travel through the continent. Masaryk University offers a large choice of courses in English as well as Czech language courses. UNO sends and receives students from Masaryk University through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Aarhus University: 2016-17 (1459) | International Service | Aarhus University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Aarhus is the happiest city in one of the happiest countries in the world. It is Denmark’s second largest city, located on the coast of the country’s main peninsula, with a long history and Viking origins. Denmark is a country with a high quality of living and social equality and an appreciation for the little things that make life sweet - the untranslatable Danish "hygge." It is known as one of the world's most livable countries and the least corrupt country in the world. Aarhus University (AU) is a top 100 university in world rankings with over sixty complete degrees in English at undergraduate and graduate levels, while Denmark overall is friendly to English speakers. The study environment of AU is concentrated around an attractive campus in the center of the city. The wide range of on campus facilities for students as well as the abundance of social and academic activities contributes to the unique study environment at AU. UNO sends and receives students from Aarhus University through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Tartu: 2016-17 (1460) | International Service | University of Tartu | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Tartu is the country’s second largest city after Tallinn, with a wealth of museums and art events to serve its young, creative population. It is also characterized by very affordable living costs. Part of the former Soviet Union, Estonia offers an interesting historical mix of cultural influences, from architecture to language. UNO students study in the heart of the Baltics at the University of Tartu (UT). The university is a world-leading research center and ranks among the top 2% of universities worldwide. UT plays host to a large body of international students and offers many courses in English, with lots of opportunities for exchange students to get involved in student life. UNO sends and receives students from the University of Tartu through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Lille: 2016-17 (1461) | International Service | The University of Lille | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | France is a large, multicultural country with a variety of natural landscapes, historical sites, and cosmopolitan cities. Lille is among the largest cities in France. It is located in French Flanders near the Belgian border, making it well-situated for travel to some of Europe’s iconic capitals - Brussels, Paris, and London. The city is student centered and boasts a large percentage of international students. Students can study a wide range of courses in French at the University of Sciences and Technologies Lille. At the graduate level, there are many options in English, so this exchange particularly appeals to graduate students. UNO sends and receives students from the University of Sciences & Technologies Lille through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Strasbourg: 2016-17 (1462) | International Service | University of Strasbourg | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Strasbourg is located on the German border, resulting in a unique blend of French and German influence. It is the seat of the Council of Europe, European Court of Human Rights, and one of the sites of the European Parliament. Students with a strong grasp of the French language and with an interest in politics, language, and international studies are perfectly poised to take advantage of its location. The University of Strasbourg is one of several universities in this student friendly city. Courses may be taken in French at the undergraduate level, and there are some options in English at the graduate level. UNO sends and receives students from the University of Strasbourg through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Ruhr University: 2016-17 (1463) | International Service | Ruhr University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Bochum is a smaller town not far from cities such as Dortmund, Dusseldorf, and Cologne, and it is near to the Dutch and Belgian borders, making it ideal for travel while also providing an intimate community in which to develop German language skills. Ruhr University offers a range of courses in German, and a small selection of German language courses and offerings in English (Law and American studies). UNO students can put their German skills to use at Ruhr University and postgraduate students have more options available in English. UNO sends and receives students from Ruhr University through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Leipzig: 2016-17 (1464) | International Service | University of Leipzig | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Leipzig is the largest city in Saxony and a student hot spot, which manages to successfully mix modern and historical. It has been a European cultural center for hundreds of years and continues to be one today. Leipzig University is one of the oldest universities in Germany and offers a large range of academic subjects, including German language courses and a selection of courses in English, particularly at the postgraduate level. UNO sends and receives students from the University of Leipzig through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Aristotle University of Thessaloniki: 2016-17 (1465) | International Service | Aristotle University of Thessaloniki | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Experience the laid back lifestyle of Thessaloniki, Greece’s second city. It has a large student population, many of whom are international. Situated on the Aegean sea, Thessaloniki is a perfect combination of sea and mountains. It's a contemporary European city with a multicultural character and is affordable. Students of classics or ancient history will find interests in Greece to keep their hearts content well beyond the length of their study abroad program. The Aristotle University of Thessaloniki is the largest university in Greece and provides free meals to it’s students, local and international. UNO sends and receives students from Aristotle University of Thessaloniki through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University College Cork: 2016-17 (1466) | International Service | University College Cork | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Ireland is a land of stunning landscapes, a rich cultural history, and friendly locals. From the buzzing streets of Dublin to the lonely landscape of Connemara, there is something to entice everyone. Cork City is Ireland's second city, a bustling university town in the south. Settle into a cozy pub and take in some traditional music, stroll about the city, head to nearby Blarney Castle and kiss the Blarney Stone, or hop on a train to a neighboring region. Located near Ireland’s southern coast is the University College Cork (UCC). UCC is consistently ranked as an international leader, from its Green Flag campus status to being named the safest campus in Ireland. UNO students are fully integrated with both local and international students. A wide range of student societies offer plenty of opportunities to socialize and see more of Ireland. Courses are offered entirely in English. UNO sends and receives students from University College Cork through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Bologna: 2016-17 (1467) | International Service | University of Bologna | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Italy is consistently one of the top destinations for study abroad students. History. Culture. Weather. Unspoilt Italian countryside. Mediterranean beaches. Soccer. Art, architecture, and fashion. Pizza, pasta, wine, and gelato. Public transportation. Top rated international universities. Established in 1088, the University of Bologna is the oldest university in the western world. UNO students study at this historic university in the medieval city of Bologna in the northern part of Italy, or one of its newer campuses in Italy. Courses are available in Italian and there is a selection of courses in English as well, including postgraduate programs. Both students and faculty have travelled to Italy through this partnership. UNO sends and receives students from University of Bologna through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Vilnius University: 2016-17 (1468) | International Service | Vilnius University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Vilnius is Lithuania’s capital city, the largest in Lithuania but relatively small in regards to other European capitals. As a city, it is a beautiful example of baroque architecture and contains one of the largest surviving medieval quarters in Europe. UNO students can spend a semester or year studying alongside local students in Lithuania at Vilnius University. Studies are available in English in a major capital city, with a low cost of living and connections to nearby countries. UNO sends and receives students from Vilnius University through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Malta: 2016-17 (1469) | International Service | University of Malta | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | UNO students study abroad in the small island nation of Malta, found in the Mediterranean just below Sicily. This archipelago offers an intriguing and unique mix of cultural influences and a rich history. Due to the somewhat isolated nature of the country, this location is ideal for students wishing to immerse themselves in their host country and who aren't as focused on traveling elsewhere. The official languages of the country are Maltese and English, and the language of instruction at University of Malta is also English. UNO sends and receives students from the University of Malta through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Utrecht: 2016-17 (1470) | International Service | University of Utrecht | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Utrecht is a bustling city with a young student population in the heart of the Netherlands. As such, it is perfectly situated for travel to other Dutch cities such as Rotterdam, the Hague, and Amsterdam. UNO students study with local and international students in the Netherlands at one of the world's leading research universities with particular strengths in STEM fields. University of Utrecht offers over 200 courses in English and suits both undergraduate and graduate students. UNO sends and receives students from the University of Utrecht through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Utrecht School of the Arts: 2016-17 (1471) | International Service | Utrecht School of the Arts | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Utrecht School of the Arts (HKU) is a specialized art school located in Utrecht, Netherlands, with fine arts tracks in painting, sculpture, printmaking, drawing, intermedia, and digital media. This exchange is extremely competitive and therefore UNO applicants have a strong academic background and clear motivation behind their plan study abroad plans. UNO sends and receives students from HKU through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Bergen: 2016-17 (1472) | International Service | University of Bergen | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Bergen, Norway’s former capital, is a lively city surrounded by hills and fjords and populated by a large number of students that give it an active social scene. Bergen has everything you'd want from a city, yet sits on the doorway to unspoiled natural landscapes. It also connects to Oslo by train; one of the prettiest train rides in Europe. Students who only speak English will find Norway a comfortable destination where they can easily communicate with locals and navigate daily life. The University of Bergen (UiB) is an internationally recognized leading research university. UiB offers a very wide selection of courses in English, including many STEM fields, and is an internationally leading research university. If accepted for exchange at the University of Bergen, UNO students may also apply to study Arctic Biology, Arctic Geology, Arctic Geophysics, and/or Arctic Technology at UNIS Svalbard in Longyearbyen. UNO sends and receives students from the University of Bergen through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Jagiellonian University: 2016-17 (1473) | International Service | Jagiellonian University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Kraków is one of Poland’s must-sees, and on exchange students have the opportunity to live in this historic and affordable city. Poland is not many students' first thought when thinking of Europe, but its location, low cost of living, busy urban centers, fascinating history, and natural landscapes make it a wonderful option for UNO students. Jagiellonian University in Kraków offers a range of courses in English at both the undergraduate and graduate levels. International students will feel welcome in this multicultural city with a low cost of living and connections to neighboring European cities. UNO sends and receives students from Jagiellonian University through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Coimbra: 2016-17 (1474) | International Service | University of Coimbra | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Before the capital of Portugal became Lisbon, it was the medieval city of Coimbra. Coimbra connects by train to nearby cities, while offering all the amenities and events that its large student population would want. Coimbra is about halfway between Porto and Lisbon, and a 45 minute drive to the coast with it's beaches. The city of Coimbra is on the riverfront, and the university is famous for its historic library and bell tower. UNO students study alongside local and international students in Coimbra, Portugal. The University of Coimbra offers a number of courses in English, and exchange students have the opportunity to learn Portuguese while there. UNO sends and receives students from the University of Coimbra through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at Alexandru loan Cuza University: 2016-17 (1475) | International Service | Alexandru Ioan Cuza University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Iași is in the north east of Romania, on the east of Moldova. It is the second largest city and the second largest university center in Romania, and was the historic capital of the Moldavia region that now spreads across Romania, Moldova, and Ukraine. Romania's mountains and castles give it allure. Those with an interest in East Europe will be drawn here, as will those looking to get off the beaten path. International students from around the world head to Iași, Romania for their education, taking advantage of its young, cosmopolitan atmosphere and low cost of living. Residents can expect to be surrounded by multiculturalism and hear a variety of languages spoken in the streets. Alexandru Ioan Cuza University is one of five universities that serve the area and it offers a selection of courses in English, with a particular strength in foreign languages and translation. UNO sends and receives students from Alexandru Ioan Cuza University through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Comenius: 2016-17 (1476) | International Service | University of Comenius | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Slovakia’s capital lies on the western border of Slovakia, essentially at the center of Slovakia and surrounding countries - the Czech Republic to the north, Austria to the west, and Hungary to the south. Slovakia is home to stunning medieval castles and lush mountain ranges all while having a generally low cost of living and remaining a bit further away from the busy congestion of tourism. In the Slovakian capital of Bratislava, you will find the University of Comenius, where students from Slovakia, Europe, and around the world come to experience the city's thriving culture, low cost of living, and high-rated academics. UNO students will be particularly drawn in by the University of Comenius's wide selection of courses taught in English. UNO sends and receives students from the University of Comenius through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Latvia: 2016-17 (1477) | International Service | University of Latvia | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Riga is the largest of the three Baltic capitals and lies on the coast of Latvia. Its location and size mean it is well connected to neighboring areas and has a lively cultural scene. With the natural beauty of the coast and woodlands accessible from the city and a low cost of living, Riga is a unique and attractive place to study on exchange. The University of Latvia has a large student body including many international students. It offers a wide range of courses in English at both the graduate and undergraduate levels, and students can also study Latvian or Russian as a second language. UNO sends and receives students from the University of Latvia through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Ljubljana: 2016-17 (1478) | International Service | University of Ljubljana | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Ljubljana offers it all - it is a lively and eventful capital city with a low cost of living and public transportation connections to neighboring cities and breathtaking natural landscapes. It is one of Europe's greenest and most livable cities, not to mention being a hub of culture and a major center of student life in Slovenia. With a thriving international student body, the amenities of a large city, and a low cost of living, the University of Ljubljana is the perfect match for students looking to go off the beaten path. A UNO professor has taught courses at the University of Ljubljana in recent years, in addition to student mobility in both directions. UNO sends and receives students from the University of Ljubljana through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Valencia: 2016-17 (1479) | International Service | University of Valencia | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Valencia is the third largest city in Spain after Madrid and Barcelona. It is known as the City of Arts and Sciences, and with museums, the cathedral quarter, Silk Exchange, Old Town, nature parks, and Mediterranean beaches, residents have plenty to do. Spain remains a favorite for study abroad, with Spanish being the leading language. Spain's unique medieval history, Mediterranean weather, lively cultural events, and delicious food and drink make it all the more appealing. UNO students study in Spanish (select courses in English) at the University of Valencia, one of the oldest universities in the western world and one of the top universities in Spain. UNO sends and receives students from University of Valencia through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Basel: 2016-17 (1480) | International Service | University of Basel | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Basel can be found along the Swiss border where the French and German borders meet. It is full of museums and cultural interests, including some of the works of Erasmus - not to mention plenty of Erasmus students. Switzerland has four national languages. Basel is a multilingual and multicultural city where international students will feel welcome. UNO students study French or German at the University of Basel in Switzerland. Approximately a quarter of the University of Basel is composed of international students, and exchange students can take a wide variety of courses in French and German, some select undergraduate courses in English, and a range in English at the graduate level. UNO sends and receives students from the University of Basel through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Global Learning at University of Hull: 2016-17 (1481) | International Service | University of Hull | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Kingston upon Hull, usually just called 'Hull,' is the UK City of Culture of 2017. This is due in no small part to the numerous museums and historical sites found around the city. English is the main language of the United Kingdom, making it an easy transition for English-speakers. The port city of Kingston upon Hull is home to the University of Hull, an excellent institution whose course catalog is offered entirely in English. UNO sends and receives students from the University of Hull through the MAUI-Utrecht Consortium, which was established in 1998 with UNO as a member institution. | ||||
| Contract work with the Planning Committee of the Nebraska State Legislature: 2019-20 (1482) | Social Justice | Nebraska Legislative Planning Committee, Nebraska Legislature | Center for Public Affairs Research | Engaged Research | Policy research/paper | None | Spring | 2019-20 | Fall | 2021-22 | 2 | 40 | 0 | 0 | 0 | 0 | The Legislature’s Planning Committee plays a critical role in both the Nebraska Unicameral and, more broadly, in our state government’s efforts to plan and prepare for the success and wellbeing of future generations. The Planning Committee works with the University of Nebraska-Omaha’s Center for Public Affairs Research (CPAR), which compiles and presents data about demographics and the workforce to the Committee. The Committee uses that data to set priorities and then makes recommendations to the Legislature for legislation that aligns with those goals. | |||
| Contract work with the Planning Committee of the Nebraska State Legislature: 2019-20 (1483) | Economic Impact, Educational Support, Environmental Stewardship, Social Justice | Buffett Early Childhood Institute, Center for Public Affairs Research, Criminology and Criminal Justice, Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Policy research/paper | None | Spring | 2019-20 | Fall | 2021-22 | 2 | 40 | 0 | 0 | 0 | 10 | Early Childhood Education, Education, Disadvantaged Populations, Inequality, Employment and Workforce, Income and Income Equality, Poverty, Neighborhood Revitalization, Capacity Building, Social Justice Awareness | The Legislature’s Planning Committee plays a critical role in both the Nebraska Unicameral and, more broadly, in our state government’s efforts to plan and prepare for the success and wellbeing of future generations. The Planning Committee works with the University of Nebraska-Omaha’s Center for Public Affairs Research (CPAR), which compiles and presents data about demographics and the workforce to the Committee. The Committee uses that data to set priorities and then makes recommendations to the Legislature for legislation that aligns with those goals. | |||
| Contract work with the Planning Committee of the Nebraska State Legislature: 2018-19 (1484) | Economic Impact, Educational Support, Environmental Stewardship, Social Justice | Buffett Early Childhood Institute, Center for Public Affairs Research, Criminology and Criminal Justice, Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Policy research/paper | None | Spring | 2018-19 | Fall | 2018-19 | 2 | 40 | 0 | 0 | 0 | 10 | Early Childhood Education, Education, Disadvantaged Populations, Inequality, Employment and Workforce, Income and Income Equality, Poverty, Neighborhood Revitalization, Capacity Building, Social Justice Awareness | The Legislature’s Planning Committee plays a critical role in both the Nebraska Unicameral and, more broadly, in our state government’s efforts to plan and prepare for the success and wellbeing of future generations. The Planning Committee works with the University of Nebraska-Omaha’s Center for Public Affairs Research (CPAR), which compiles and presents data about demographics and the workforce to the Committee. The Committee uses that data to set priorities and then makes recommendations to the Legislature for legislation that aligns with those goals. | |||
| Community Survey for Manhattan Kansas: 2019-20 (1491) | Economic Impact, Environmental Stewardship | Center for Public Affairs Research | Engaged Research | Policy research/paper | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Rural Community Vitality, Economic Sufficiency Awareness | Every two years, the City of Manhattan conducts a community survey from a sample of households to seek feedback regarding satisfaction of services and support for future projects. In 2019, the City conducted its third community survey from March 18 through April 22. The survey was emailed to 5,348 households across the city, and 1,000 postcards were mailed to random sample of addresses, both including the survey link and unique password. The 2019 community survey received a 22% response rate. | |||
| Legislative Planning Committee: 2018-19 (1492) | Economic Impact | Nebraska Legislative Planning Committee, Nebraska Legislature | Center for Public Affairs Research | Engaged Research | Policy research/paper | None | Fall | 2018-19 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness | Since 2009, CPAR has provided data to the Planning Committee of the Nebraska Legislature. The Planning Committee serves to identify the trends, opportunities, and challenges that are shaping Nebraska, and provide their feedback on next steps to the legislature. In November, we presented data on the rainy day fund and on changing demographics of Nebraska. | ||
| Population Data and Projections for the Norris School District: 2019-20 (1494) | Educational Support | Norris School District | Center for Public Affairs Research | Engaged Research | Policy research/paper | None | Fall | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Education | CPAR prepared population projections by age and grade for the fast-growing Norris School District. The projections utilized local fertility trends and detailed migration by age patterns. They highlight what the district can expect in the years ahead to aid their planning for expected future growth. | ||
| Neighborhood Capacity Building (Fall 2019): 2019-20 (1495) | Educational Support, Environmental Stewardship, Social Justice | Culxr House, Heartland Workers Center, Together Inc | Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 5 | 0 | 0 | 0 | 0 | 0 | Civic and Political Engagement, Neighborhood Revitalization, Capacity Building | UNO students will work the Heartland Worker Center YNA group to create logic models that focus on getting youth engaged in neighborhoods from 24th and Lake Street to 24th and L Street. Listening sessions will be held with community members via zoom. Students will gather information around voter engagement, neighborhood mapping, police reports, vacant lots, lighting and sidewalks. Students will work together with Culture House, Together, and Heartland Worker House to create a plan that can be enacted to engage youth to become active in their community. | ||
| Upward Bound Leadership Building (Fall 2019): 2019-20 (1496) | Educational Support | St Luke's Teens Center, Upward Bound | Communication, Service Learning Academy (SLA) | Service Learning | None | None | Fall | 2019-20 | Fall | 2019-20 | 22 | 374 | 0 | 10 | 40 | 0 | Education, Youth Programming, Leadership and Mentoring | UNO students will work with the St. Luke Teen Center to develop and lead career and college readiness activiites for students attend the Center's seminars. There will be mock interviews, persuasive speeches, and informative speeches. | ||
| Dr. Austin with Spring Lake Elementary School (Fall 2020): 2020-21 (1497) | Educational Support | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 22 | 132 | 0 | 50 | 300 | 0 | Leadership and Mentoring | Felicia Cervantes’ students are learning about empowerment. Dr. Austin and Felicia had two events together. The first meeting focused on starting to think about leadership. All students were asked questions about leadership. Then all students had a large group discussion. The second meeting SLA invited Vanessa Chavez Jurado, who is the Student Body Vice President at UNO. She accepted the invitation to talk about how she was empowered to be a leader and what leadership means to her. She presented for 15 minutes. Then we opened it up to the questions. | |||
| Uplife and Elevate Concert Series (Fall 2020): 2020-21 (1498) | Arts, Culture and Humanities, Educational Support | The Union for Contemporary Art | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 3 | 21 | 0 | 0 | 0 | 0 | Music/Dance, Art | Students from Dr. Austin's class will virtually listen to the UNION's Uplift and Elevate Concert. The students will interview the musicians. Then the students will create podcasts and videos. | ||
| Global Course - UNO in Sydney: 2016-17 (1499) | International Service | The University of Sydney | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2016-17 | Summer | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Students spend four to six weeks in Sydney, Australia through a partnership between the University of Nebraska at Omaha and the University of Sydney. Highlights of the program include a wide range of courses, an internship option, guaranteed accommodation, and a vibrant student life. Students take a comparative approach by recognizing the similarities and differences between the community environment in Sydney versus that of Omaha. This program runs every other year. | |||
| Puente al Exito (Fall 2020): 2020-21 (1500) | Educational Support, Health and Wellness | Learning Community Center of South Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 22 | 759 | 0 | 0 | 0 | 0 | Wellness, Aging, Business, Education, Other | Technology | UNO Students enrolled in TED 2050: Intro to Teaching ESL will be participants in a service learning project which collaborates with the Learning Community Center of South Omaha (LCC) for six weeks. UNO students will engage with LCC families weekly via Zoom to explore topics of individual interest that cover technology, educational support, and overall wellness to better support their children during remote learning in the COVID-19 pandemic. | |
| Communication and Leadership (Fall 2020): 2020-21 (1501) | Educational Support | Completely Kids | Engineering and Construction, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 40 | 4,240 | 0 | 0 | 0 | 0 | Education, Youth Programming | 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 via online video presentation to be sent to students. 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. | ||
| Student Leadership with Lesson Plans (Fall 2020): 2020-21 (1502) | Educational Support | Kids Can, Learning Community Center of North Omaha | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 20 | 1,160 | 0 | 0 | 0 | 0 | Education, Youth Programming, Capacity Building | UNO Students from Dr. Hubers class will create lesson plans and activities for parents to use with their children who hold an IEP. Lessons will support in home learning with items typically found in home. The lessons can be adapted for virtual or in person experience that Navigators and Kids can use. | ||
| Intro to Professional Practices: Next Generation (Fall 2020): 2020-21 (1504) | Economic Impact, Educational Support | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 14 | 84 | 0 | 0 | 0 | 0 | Education, Employment and Workforce | UNO CDIS 4490 students will give a presentation, separately or in pairs, to share information about speech-language pathology with high school students. Dr. Ritzman’s prefers these presentations to be at students alma mater or in a diverse classroom (e.g., career readiness courses). The presentations will be conducted via Zoom this semester and students will present for a duration of 30-45 minutes. The goal of this project is for UNO students to gain public speaking skills, familiarize themselves with the profession, and educate participants about a commonly unknown profession. | |||
| Early Intervention: Birth to 5 Sharing Books and Stories (Fall 2020): 2020-21 (1505) | Educational Support | Millard Public Schools | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 20 | 146 | 0 | 14 | 93 | 0 | Early Childhood Education, Education, Literacy, Youth Programming | Students from Dr. Ritzman's Language Birth to Five class will first observe Kelsey Sheridan, CCC-SLP, from Cody Elementary during her Zoom session with preschoolers for 15-minutes. UNO students will get insight on how they are expected to support students with early language and literacy skills. After observation, UNO students will be paired together with another individual in their cohort. Each pair will do an interactive read along with a book of their chose during a ‘visit ’to Kelsey Sheridans preschool Zoom session. The interactive read along will be a part of a large group. After the book is read, Cody Elementary preschoolers will be split into breakout rooms where one UNO student will be assigned room. In the breakout rooms, the graduate student will do a ‘hands-on’ activity based around their book. (Each breakout room will have support of classroom teacher and/or a paraprofessional). | ||
| The WellBeing Partners F20 (Fall 2020): 2020-21 (1506) | Health and Wellness | The Wellbeing Partners | Service Learning Academy (SLA), Teacher Education | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 34 | 476 | 0 | 0 | 0 | 0 | Wellness, Aging, Business, Holistic Wellness, Health Awareness | UNO KINS 3500 students will work individually or in small groups to create three infographics and/or videos to highlight one overarching and three supporting goals developed around a course theory concept. These infographics and/or videos will be sent to elementary students from The Wellbeing Partners to promote physical activity. | ||
| Sensory Festival F20 (Fall 2020): 2020-21 (1507) | Educational Support, Health and Wellness, Social Justice | JP Lord School | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Wellness, Aging, Business, Inclusion, Diversity & Equity, Holistic Wellness, Health Awareness, Develop./Physical Disability | UNO Social Work 1500 students will work with gifted and talented eighth grade students from Norris Middle School to plan the Sensory Festival for JP Lord School students and their families. UNO students will experience the field of social work and help the eighth graders learn cultural humility and how to work with students who have multiple disabilities. This project will be in a virtual environment, and the Sensory Festival will be a "take-home" festival. | ||
| 24th Street Cookbook (Fall 2020): 2020-21 (1508) | Economic Impact, Educational Support, Health and Wellness | Omaha Public Schools, South High Magnet, Omaha Public Schools, Together Inc | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 25 | 2,100 | 1 | 0 | 0 | 0 | Food and Water Security, Holistic Wellness, Youth Programming, Health Awareness | UNO students along with Omaha South High Art students will create a cookbook from collected recipes and stories from community members accessing the food pantry at Together Inc. SOWK1500820/Social Work and Civic Engagement. P-16 Project. | ||
| Anti-Racism Materials With Norris (Fall 2020): 2020-21 (1509) | Educational Support, Social Justice | Norris Middle School, Omaha Public Schools | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 25 | 2,100 | 0 | 0 | 0 | 0 | Education, Civic and Political Engagement, Raise Awareness, Social Justice Awareness | UNO students will partner with Katrina Jacobberger’s class at Norris Middle School to create an Anti-Racist Reading List for Middle School youth. This list will potentially be used by OPS as a resource for the district. With our current climate, this project couldn’t come at a better time. Students will build connections with Middle School students and assist them in exploring books that will help educate and challenge students their age. This will allow students the opportunity to learn more about anti-racism and how that could look in a school setting. | ||
| DAS (Fall 2020): 2020-21 (1510) | Economic Impact, Educational Support, Health and Wellness | Down Syndrome Alliance of the Midlands, Youth Emergency Services | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 25 | 2,100 | 0 | 0 | 0 | 0 | Food and Water Security, Youth Programming, Develop./Physical Disability | UNO students will work virtually with YAS! - Young Adult (and Adolescent) Series (YAS!) is programming for tweens, teens, and young adults to adulthood. YAS! programs/classes this semester will focus on Be Safe trainings, Down 2 Box, Improv, Running Club, and more. The classes run weekends/evenings - times/days vary depending on the class and event. | ||
| Sound Health (Fall 2019): 2019-20 (1511) | Arts, Culture and Humanities, Health and Wellness | Central High School, Omaha Public Schools, University of Nebraska Medical Center, UNMC Fred and Pamela Buffet Cancer Center | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2019-20 | Fall | 2019-20 | 8 | 0 | 0 | 4 | 0 | 0 | Wellness, Aging, Business, Health Awareness, Music/Dance | Sound Health: Bringing Music to Medicine contributes to the environment of care for patients, visitors, and staff through live music while giving music students the chance to engage with the community and perform. Due to restrictions on volunteers and visitors in health care facilities, UNO School of Music students will mentor Central High School Orchestra students via ZOOM on their pieces. The final video performances of Central High School Orchestra students will be shared with the Fred & Pamela Buffett Cancer Center Healing Arts program and made available in patient rooms on the Healing Arts channel. | ||
| Nathan Hale FLC F20 (Fall 2020): 2020-21 (1512) | Educational Support, Social Justice | Nathan Hale Middle School, Omaha Public Schools, Omaha Public Library | Freshman Leadership Council, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 20 | 0 | 0 | 24 | 0 | 0 | Literacy, Civic and Political Engagement, Youth Programming, Leadership and Mentoring | UNO’s Freshman Leadership Council (FLC) students will work with Ms. Ridgley’s 8th grade students from Nathan Hale Middle School in the Fall 2020. FLC and Nathan Hale students will work together with the Omaha Library to incorporate the book Seed Folks into their project. Topics on civic leadership will be generated from the book for discussion between FLC and Nathan Hale students during this Fall semester. | ||
| Adopt a Classroom (Fall 2020): 2020-21 (1513) | Educational Support | Washington Elementary, Omaha Public Schools | Service Learning Academy (SLA), Young Scholars Program | Service Learning | None | None | Fall | 2020-21 | Fall | 2020-21 | 13 | 0 | 0 | 21 | 0 | 0 | Education, Youth Programming | 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. Young Scholars P-16 Project | ||
| Beyond The Cell (Fall 2020): 2020-21 (1514) | Economic Impact, Educational Support, Social Justice | NE Correctional Youth Facility | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 7 | 17 | 0 | 0 | 0 | 0 | Education, Self-Sufficiency, Youth Programming | UNO students from Instructor Mary Kate Hoffman’s Social Work Generalist Practice I course are working with faculty at the Nebraska Correctional Youth Facility (NCYF) to develop programming for the youth in the facility. The UNO students are creating videos and activities about strengths assessments that NCYF faculty will use to help the incarcerated youth set goals based on their skills and strengths. | ||
| Ethnic Diversity F20 (Fall 2020): 2020-21 (1515) | Educational Support, Social Justice | Native Indian Centered Education Program | Service Learning Academy (SLA), Social Work | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 25 | 212 | 0 | 0 | 0 | 0 | Education, Inclusion, Diversity & Equity, Youth Programming | UNO students from Lequisha Sims' Ethnic Diversity in Social Work class are working with the Native Indigenous Centered Education (NICE) program to create activities for the program's students. The activities will teach Social Emotional Learning concepts based on the Seven Grandfather teachings of the Ojibwe culture. The UNO social work students will meet with NICE staff throughout the semester to create the activities. | ||
| United In Song (Fall 2020): 2020-21 (1516) | Arts, Culture and Humanities, Health and Wellness | Aksarben Village Senior Living, Dial Senior Living | Music, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 34 | 272 | 0 | 0 | 0 | 0 | Gerontology, Music/Dance | Dr. Fox’s students from MUS 2100 and individuals from UNO School of Music created cover songs from various genres. These songs were requested by residents from retirement communities, nursing, and assisted living facilities around the metropolitan area. The objective of this service-learning project was to provide the geriatric population joy during COVID-19. UNO students recorded themselves and the individual recordings were presented to the local community. | ||
| Internships: 2019-20 (1517) | Social Justice | Drug Enforcement Agency-Omaha, First Responders Foundation, Omaha-Douglas County Victim Assistance Program | Criminology and Criminal Justice | Community-Based Learning | Internship/Externship | None | Spring | 2019-20 | Spring | 2019-20 | 4 | 640 | 0 | 0 | 0 | 0 | Social Justice Awareness | Experiential Learning | ||
| NAMI Nebraska UNO Faculty Vice President - Social Work: 2020-21 (1519) | Educational Support, Health and Wellness | NAMI Nebraska | Social Work | Board Memberships | None | None | Fall | 2020-21 | Fall | 2022-23 | 0 | 0 | 1 | 0 | 0 | 1 | Mental Health, Capacity Building | UNO faculty in social work serving as vice president for NAMI Nebraska. The position is a 2-year service position ending in October 2022. | ||
| Perspectives on Leadership (Fall 2020): 2020-21 (1520) | Economic Impact, Educational Support, Social Justice | Womens Fund of Omaha | Service Learning Academy (SLA), Women and Gender Studies | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 13 | 117 | 0 | 0 | 0 | 0 | Education, Emergency Management, Raise Awareness, Gender Equality | Students will pick a woman-led country to evaluate how their response to COVID-19 compares to their male counterparts in terms of effectiveness in slowing the spread. For educational purposes, you will share your findings related to how leadership is executed between genders, as well as insight as to how any of the findings could be put into practice (if applicable) in the Omaha community. Using these findings, your service project will be creating a recorded presentation, digitized publication, or podcast that can be shared virtually with the Women's Fund of Omaha Circles group. | ||
| Food Insecurity and Covid-19 (Fall 2020): 2020-21 (1521) | Economic Impact, Environmental Stewardship | Food Bank for the Heartland | Service Learning Academy (SLA), Sustainability | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 25 | 200 | 0 | 0 | 0 | 0 | Food and Water Security | Students are interviewing partners that work with the Food Bank for the Heartland. They are then using these interviews to better understand how those organizations are serving their communities and operating under current circumstances. The final product will be shared with the Food Bank for the Heartland and Together Inc. | ||
| Data Analysis for Omaha Girls Rock (Fall 2020): 2020-21 (1523) | Economic Impact, Educational Support | Omaha Girls Rock | Information Systems and Quantitative Analysis, Service Learning Academy (SLA) | Service Learning | Course | None | Fall | 2020-21 | Fall | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce, Youth Programming | Using data provided by Omaha Girls Rock, students will conduct exploratory analysis using statistical methods learned in the course. This will include a mid-term feedback session between Omaha Girls Rock and the UNO course, as well as a final virtual presentation. | ||
| Population and Data Projections for the Norris School District: 2018-19 (1524) | Educational Support | Norris School District | Center for Public Affairs Research | Engaged Research | Policy research/paper | None | Fall | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Education | CPAR prepared population projections by age and grade for the fast-growing Norris School District. The projections utilized local fertility trends and detailed migration by age patterns. They highlight what the district can expect in the years ahead to aid their planning for expected future growth. | ||
| Population and Data Projections for the Norris School District: 2020-21 (1525) | Educational Support | Norris School District | Center for Public Affairs Research | Engaged Research | Policy research/paper | None | Fall | 2020-21 | Spring | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Education | CPAR prepared population projections by age and grade for the fast-growing Norris School District. The projections utilized local fertility trends and detailed migration by age patterns. They highlight what the district can expect in the years ahead to aid their planning for expected future growth. | ||
| Denton Dollars for Scholars - Board Membership: 2016-17 (1528) | Social Justice | Denton Dollars for Scholars | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Anne Hobbs is the President of Denton Dollars for Scholars, a scholarship opportunity for students from the town of Denton, NE, and surrounding communities. 2011- present | ||||
| Nebraska Council on Developmental Disabilities - Board Membership: 2019-20 (1529) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | Anne Hobbs serves as a board member for the Nebraska Council on Developmental Disabilities, an organization under the NE DHHS. She also serves as a sub-committee member of the Juvenile Justice Cross Disability Task Force. 2019 - present | ||||
| Nebraska Juvenile Justice Association - Board Membership: 2016-17 (1530) | Social Justice | Nebraska Juvenile Justice Association | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Anne Hobbs serves as a board member for the Nebraska Juvenile Justice Association. 2014-present | ||||
| Unitarian Church of Lincoln - Board Membership: 2017-18 (1531) | Social Justice | Unitarian Church of Lincoln | Criminology and Criminal Justice | Board Memberships | None | None | Summer | 2017-18 | Spring | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Colleen Kadleck serves as board member for the Unitarian Church of Lincoln. Here, she oversees policy development and financial activities of the church such as making budgetary decisions. | |||
| Heartland Crisis Intervention Team - Board Membership: 2019-20 (1532) | Social Justice | Heartland Crisis Intervention Team | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | Gaylene Armstrong serves as a board member on the executive committee for the Heartland Crisis Intervention Team (CIT). 2019-present | ||||
| Nebraska Crime Commission, Justice Behavioral Health Committee - Board Membership: 2016-17 (1533) | Social Justice | Nebraska Crime Commission | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Lisa sample serves as a board member for the Justice Behavioral Health Committee within the Nebraska Crime Commission. Here, responsibilities include attending quarterly committee meetings and monthly meetings for the Sex Offender sub-committee. 2014-present | ||||
| Nebraskans Unafraid - Board Membership: 2016-17 (1534) | Social Justice | Nebraskans Unafraid | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Lisa Sample serves as a board member for the Nebraskans Unafraid, where her responsibilities include creating and designing the website, delivering information, as well as providing information and current research regarding sex offenders. 2013-present | ||||
| 100 Black Men of Omaha - Board Membership: 2016-17 (1535) | Social Justice | 100 Black Men of Omaha | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Mark Foxall serves as director for the 100 Black Men of Omaha, an orgnaization dedicated to improving the quality of life for youth by helping them to be Respectful, Responsible and Ready to Lead. 2016-present | ||||
| American Correctional Association, Adult Local Detention Facilities - Board Membership: 2016-17 (1536) | Social Justice | American Correctional Association | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Mark Foxall serves as the chair of the Adult Local Detention Facilities Committee for the American Correctional Association. 2003-present | ||||
| Omaha Crime Stoppers - Board Membership: 2018-19 (1537) | Social Justice | Omaha Crime Stoppers | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2018-19 | None | 0 | 0 | 0 | 0 | 0 | 0 | Mark Foxall serves as a board member for the Omaha Crime Stoppers, where his duties include providing awards to individuals in response to tips about criminal activity. 2018-present | ||||
| Omaha Police Foundation - Board Membership: 2016-17 (1538) | Social Justice | Omaha Police Foundation | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Mark Foxall serves as an on-going board member for the Omaha Police Foundation Board of Directors, which was established to support and aid the Omaha Police Department. 2005-present | ||||
| United Way of the Midlands - Board Membership: 2016-17 (1539) | Social Justice | United Way of the Midlands | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2016-17 | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Mark Foxall serves as the committee chair for the United Way of The Midlands Community Impact Committee. 2014-2020 | ||||
| YouTurn - Board Membership: 2016-17 (1540) | Social Justice | YouTurn Omaha | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Mark Foxall serves as the director of YouTurn, a local non-profit dedicated to ending youth violence. 2016-present | ||||
| Nebraska Department of Correctional Services Vocational and Life Skills Initiative - Board Membership: 2017-18 (1541) | Social Justice | Nebraska Department of Correctional Services | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2017-18 | None | 0 | 0 | 0 | 0 | 0 | 0 | Ryan Spohn serves are board member and advisee for the Vocational and Life Skills initiative, which aims to provide transition and employment support for individuals who have previously been incarcerated. 2017-present | ||||
| Youth Emergency Services, Omaha - Board Membership: 2016-17 (1542) | Social Justice | Youth Emergency Services | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | William Wakefield has served as a board member and trustee for the local, non-profit social service agency Youth Emergency Services since 1990, which is dedicated to crisis-intervention with high risk teens in Omaha area. 1990-present | ||||
| Omaha Police Foundation- Board Membership: 2016-17 (1543) | Social Justice | Omaha Police Foundation | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | William Wakefield serves as an on-going board member for the Omaha Police Foundation Board of Directors, which was established to support and aid the Omaha Police Department. 2013-present | ||||
| Nebraska Jail Standards - Board Membership: 2016-17 (1544) | Social Justice | Nebraska Crime Commission | Criminology and Criminal Justice | Board Memberships | None | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | William Wakefield has served as a governor-appointed board member for the Nebraska Jail Standards Committee since 2012. His responsibilities include overseeing the development and implementation of guidelines and policies for Nebraska Jail Standards. 2013-2016 | ||||
| Omaha North High School Foundation - Board Membership: 2016-17 (1545) | Educational Support | Omaha North High School Foundation | Criminology and Criminal Justice | Board Memberships | None | None | Fall | 2016-17 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | William Wakefield played a major role in supporting fundraising for Omaha North High School Academic Scholarships. 2013-2018 | |||
| Sarpy County Juvenile Detention Alternatives (JDAI): 2016-17 (1546) | Social Justice | Sarpy County | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | Summer | None | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to assist JDAI representatives in collecting reliable data and creating accurate pictorial representations of juvenile admissions to the Sarpy County Staff Secure facility. 2014-2016 | |||
| Evidence-Based Nebraska (EB-NE): 2016-17 (1547) | Social Justice | Nebraska Crime Commission | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Summer | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | "The purpose of this project was to continue to collaborate on the Juvenile Case Management System (JCMS), a statewide data collection system for programs funded by Nebraska’s Community-based Aid Juvenile Services Fund. Additionaly, assistance was provided for programs and the Nebraska Crime Commission in developing outcome measures, establishing concurrence on definitions, and providing statewide training. " | |||
| Expanding the Knowledge Base about Child Advocacy Centers: 2020-21 (1548) | Social Justice | National Institute of Justice, United States Department of Justice | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2020-21 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "This project aims to conduct a formative evaluation and evaluability assessment of Project Harmony, a large child advocacy center (CAC) in Omaha, Nebraska, currently serving children who are victims of alleged child abuse. Project Harmony is one of the largest CACs in the nation. The ultimate goal is to lay the foundation for future CAC outcome evaluation efforts. Over the past 30 years, child advocacy centers (CAC) have proliferated, with goals to improve coordination of child abuse investigations, reduce distress to children, and increase offender prosecutions. Yet there is little empirical research examining the efficacy of the centers, specifically which components are critical to achieving these outcomes. This project will examine five core services within Project Harmony (PH): (1) Forensic interviewing, (2) Advocacy, (3) Medical care, (4) Mental health services, and (5) Multidisciplinary teams. Despite PH being a large urban child advocacy center that serves as a national model for other CACs, these core services have never been evaluated. The School of Criminology and Criminal Justice at the University of Nebraska-Omaha (UNO) will partner with PH to complete the project. The project utilizes a mixed-method, two-phased research design. In Phase I, a formative evaluation will include secondary data analysis of agency data and key informant surveys, focus groups, and interviews to assess core service operations. Existing protocols will be compared to National Childrens Alliance (NCA) Accreditation Standards to assess gaps. Qualitative content analysis will identify themes in core service operations. Phase II is an evaluability assessment designed to assess readiness for evaluation. The research team will convene a work group of agency stakeholders to review findings from Phase I and conduct qualitative data collection, with the dual purposes of identifying gaps between service goals and operations, and developing a feasible evaluation design that includes evaluation priorities. Data collection tools will build upon the NCAs Standards for Accredited Members and survey instruments developed by the National Institute of Justice (2004). PHs electronic case management system will be used for data collection and reporting. UNO will review evaluation instruments, develop instruments for implementation fidelity, and conduct qualitative analyses of data collected. Validity and reliability are strengthened by partnering with UNO to conduct and analyze findings, comparing results to extant literature, and confirming results with participants. The study will result in clear logic models, updated survey instruments, an implementation guide, fidelity tools, a CAC evaluability plan, reports detailing each phase of the study, and corresponding data sets. Results will be disseminated through conferences and publications in peer-reviewed journals to promote empirical analyses of other CACs. ""Note: This project contains a research and/or development component, as defined in applicable law,"" and complies with Part 200 Uniform Requirements - 2 CFR 200.210(a)(14). CA/NCF" | |||
| Measuring Collective Impact in the Nebraska Connected Youth Initiatives: 2016-17 (1549) | Social Justice | Nebraska Children and Families Foundation | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project was to measure the strength and characteristics of Connected Youth Initiatives using a Collective Impact survey tool. | |||
| Minority Health Initiative Project Evaluation: 2016-17 (1550) | Social Justice | East Central District Health Department | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Summer | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | "Statement of Work Minority Health Initiative Project Implement the MHI project evaluation and work plan Ensure appropriate implementation or adaption of Evidence Based Public Health strategies Design/develop project-specific performance measures process and outcome Report quarterly and annual evaluation results Develop project pre/post-tests, surveys, data collection forms or other tools to evaluate project Coordinate MHI data collection activities at the local level Develop a reporting mechanism for collecting community and program level data Analyze community and program level data and present findings to SPONSOR and others as appropriate Participate in at least one initial grant meeting and subsequent meetings as necessary and appropriate" 2015-2019 | |||
| Omaha Project Safe Neighborhoods Initiative Program Evaluation: 2017-18 (1551) | Social Justice | City of Omaha | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2017-18 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "The City of Omaha will seek to accomplish the following goals as part of the PSN initiative: 1. Reduce violent and gang crime through a holistic crime reduction strategy in targeted high crime areas. 2. Utilize gang intelligence to strengthen enforcement operations and prevent gun and gang violence. 3. Increase federal and state prosecutions of violent armed criminals. 4. Conduct community outreach and support youth mentoring activities. 5. Conduct a proactive analysis and evaluation of PSN program activities." "The University of Nebraska at Omaha Nebraska Center for Justice Research (CJR): The University of Nebraska at Omaha Nebraska Center for Justice Research (CJR) agrees to perform the following tasks along with all other obligations agreed to in a post-award subgrantee agreement with the City of Omaha during the FY2015 PSN Grant period: Use FY2015 PSN Grant funds to conduct an analysis of the local crime problems and actively assist law enforcement to develop a continuous proactive plan for gun crime reduction. CJR will provide a Graduate Research Assistant to the Omaha Police Departments Crime Analysis Unit to work directly with the Gang Unit. The Graduate Research Assistant, under the direction of Dr. Ryan Spohn, Nebraska Center for Justice Research Director, will provide real time analysis of the crime statistics for the Gang Unit to use and tailor operations that are intelligence-led and data-driven. Provide post-operation evaluation to determine if law enforcement operations reduced crime in the target areas. Comply with guidelines, requirements and special conditions of the United States Department of Justice, Office of Justice Programs, Bureau of Justice Assistance applicable to the Project. The CCJR designates Director Ryan Spohn as the Project Point of Contact, accountable for implementing the University of Nebraska Omaha Nebraska Center for Justice Research responsibilities." | |||
| NDCS Doctoral Research Fellowship: 2016-17 (1552) | Social Justice | Nebraska Department of Correctional Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | This project allowed for a doctoral research fellow to engage in data driven analysis in support of the Nebraska Department of Correctional Services. 2015-2018 | |||
| A Descriptive Analysis of Missing and Murdered Native Women and Children in Nebraska, Barriers to Reporting and Investigation, and Recommendations for Improving Access to Justice: 2020-21 (1553) | Social Justice | National Institute of Justice | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2020-21 | Summer | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "This project proposes a new partnership between the Nebraska Commission on Indian Affairs, which represents the four tribes of Nebraska: Omaha Tribe, Ponca Tribe, Santee Sioux Tribe, and Winnebago Tribe, as well as other Native persons living on and off tribal lands in Nebraska, and the researchers at the University of Nebraska, Omaha. The research team will conduct a pilot study involving the collection of preliminary data and secondary data analysis on the topics of murdered and/or missing Native women and children. Specifically, the proposed collaboration will include secondary analysis of quantitative data (e.g., law enforcement data [LE], data from the Nebraskas Missing Persons Database, the Center for Missing and Exploited Children, the Childrens Bureau) as well as collection and analysis of qualitative data from key informants (e.g., tribal leaders and community members; state, local, and tribal LE; tribal and non-tribal victim service providers) to: (1) identify the scope and context of missing American Indian and Alaska Native (AI/AN) women and children in Nebraska, (2) identify the scope and context of murdered AI/AN women and children in Nebraska, (3) identify both challenges and promising practices regarding reporting and investigating missing and/or murdered Native American women and children in Nebraska, and (4) generate data-driven recommendations for developing and strengthening partnerships to increase opportunities for justice and support for Nebraskas Native women, children, and families. In addition to delivering important, actionable information to Nebraskas tribal communities, tribal and non-tribal LE, victim service providers, court systems, and legislators, the proposed collaboration will also provide a replicable model for other states to complete their own comparable research to improve responses for what is perceived as a significant public health problem. ""Note: This project contains a research and/or development component, as defined in applicable law,"" and complies with Part 200 Uniform Requirements - 2 CFR 200.210(a)(14). CA/NCF" | |||
| Co-Located Supportive Services to Reduce Recidivism in Batterer Intervention: 2019-20 (1554) | Social Justice | University of Maryland | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2019-20 | Fall | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to examine the effects of implementing targeted supports for the reduction of repeated behaviors for batterers. Co-Located Supportive Services to Reduce Recidivism in Batterer Intervention, U.S. Department of Justice, Office of Victims of Crime (OVC) Research and Evaluation, Universities, 11/01/2019 - 10/31/2020 | |||
| Completely KIDS Evaluations: 2016-17 (1555) | Social Justice | Completely Kids | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this study was to provide an evaluation of Completely Kids. 2015-2016 | ||||
| Correctional Officer Stress: 2018-19 (1556) | Social Justice | United States Department of Justice | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2018-19 | Fall | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Steiner and Schwartz will be measuring stress among corrections officers currently working at three prisons in Minnesota by collecting a combination of personal perceptions as well as biological markers of stress. This information will be used to examine the potential connection between prolonged exposure to stressful experiences and the development of both physical and mental health problems. | |||
| Detention Utilization in Lancaster County Study: 2017-18 (1557) | Social Justice | Nebraska Administrative Office of Probation | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this study was to work in conjunction with the Nebraska Juvenile Detention Alternatives Initiative to examine the utilization of juvenile detention in Lancaster County. | |||
| Douglas County Evaluation: 2017-18 (1558) | Social Justice | Douglas County Department of Corrections | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2017-18 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Professors Benjamin Steiner and Emily Wright, along with Nebraska Center for Justice Research Director Ryan Spohn, recently entered into an agreement with Douglas County to assist with the design and evaluation of assessment and case management services being implemented at the Douglas County Detention Center. The new screening assessment will focus on identifying the risk and criminogenic needs of individuals booked into the detention center, while the case management services will provide individuals with ongoing reentry case management and referrals to services offered in the detention center and the community that are designed to address the needs identified by the assessment. The ultimate goal of the project is to reduce the rate of recidivism among individuals placed in the detention center. | |||
| Evaluation of Omaha Police Athletic for Community Engagement: 2019-20 (1559) | Social Justice | Police Athletics for Community Engagement | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project was to provide an evaluation of Omaha Police Athletic for Community Engagement (PACE). | |||
| Examining the Predictors of Sexual Victimization among Female Inmates: PREA considerations: 2016-17 (1560) | Social Justice | Iowa Department of Corrections | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | This study involved an assessment of the relevance of women’s background characteristics for predicting their offending in prison. Data were collected from over 650 women confined in a large prison for women in a Midwestern state, and the relative effects of these factors were examined. Findings revealed that background characteristics reflecting social demographics (e.g. race, sexual orientation) and women’s life experiences (e.g. abuse as a child) were relevant for predicting women’s violent and nonviolent misbehavior in prison. 2015-2017 | |||
| Juvenile Justice Alternatives to Detention Evaluation: 2016-17 (1562) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to evaluate the Juvenile Justice Alternatives to Detention program. | |||
| Legal Aid of Nebraska Evaluation: 2017-18 (1564) | Social Justice | Legal Aid of Nebraska | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The Juvenile Justice Institute will work collaboratively with Legal Aid of Nebraska to empirically examine the impact of civil legal services, mentoring, and reentry planning provided by the Juvenile Reentry Project to youth who are reentering the community after an out-of-home placement. JJI will collaborate with Legal Aid on all elements of conducting, assigning, recruiting, researching, and sharing the evaluation goals and objectives. The initiative currently provides civil legal services to youth, however, JJI will work with the program to randomly assign mentors to youth legal aid works with. The outcomes of youth assigned a mentor will be tested to examine whether youth with mentors have improved outcomes as compared to youth who did not receive a mentor. | |||
| Medicolegal Death Investigation: 2020-21 (1565) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2020-21 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "The School of Criminology and Criminal Justice proudly presents a series of workshops for criminal justice professionals that explore opportunities for criminal justice reforms. The overarching theme of these workshops centers on changes that generate system improvements. Each workshop has been specifically designed with emphasis on the importance of a healthy agency and organizational culture driven by excellence in policy development, carefully crafted training, and inspired leadership. Each workshop explores how agencies can perform successfully by both engaging advancements within the field and also by embracing certain external pressures for process changes. Panelists will engage the audience in discussions surrounding leadership and how core criminal justice practices can generate significant improvements in agency performance. Transformational leaders make little distinction between externally driven change and reforms that arise from within their agency; leaders lead by embracing the change and focusing on outcomes." | |||
| NE DHHS GA: 2016-17 (1566) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | Fall | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | This project allowed for a doctoral research fellow to engage in data driven analysis in support of the Nebraska Department of Health and Human Services. | |||
| NE Juvenile Risk and Needs Assessment (Lancaster County): 2020-21 (1567) | Social Justice | Lancaster County | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2020-21 | Summer | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to provide a risk and needs assessment for the juvenile population of Lancaster County. | |||
| Nebraska Violent Death Reporting System (NeVDRS) Support: 2020-21 (1568) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | None | None | Fall | 2020-21 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to perform outreach to county attorneys, local law enforcement, and statewide law enforcement agencies pertaining to NeVDRS, SUDORS and ODMAP data provider recruitment, system use and abilities. | |||
| Evaluation of the Omaha Police Department (OPD) Web-based Gang Database Project: 2018-19 (1569) | Social Justice | City of Omaha | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to evaluate the web-based gang database housed with the Omaha Police Department (OPD). | |||
| Douglas County Operation Youth Success Evaluation: 2016-17 (1570) | Social Justice | TerraLuna Collaborative | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | In the summer of 2014, a subset of leaders and stakeholders in Douglas County initiated a collective impact project to reform the county’s juvenile justice system. Since the first meeting of that group, a number of additional stakeholders have been incorporated into this initiative, which is now known as “Operation Youth Success.” Operation Youth Success, or OYS, has been engaged since that time in an effort to create system change producing a more effective, efficient, and compassionate justice system that better serves the families and youth who are the users of this system. This report will review the activities and progress of OYS through May of 2016. | ||||
| Drug Use Behaviors: A Needs Assessment of Treatment Providers: 2018-19 (1571) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2018-19 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | 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. ABSTRACT: The goal of this needs assessment is to better understand individuals’ drug-use behaviors in Nebraska through the lens of treatment providers. 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 and future studies. Ultimately, this study will support DOP’s efforts to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |||
| Procedural Justice in Diversion: 2017-18 (1572) | Social Justice | American Psychology Association | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Spring | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to look at procedural justice and it's place in diversion program. | |||
| Evaluation of Douglas County Assessment and Case Management Services: 2017-18 (1573) | Social Justice | Douglas County Department of Corrections | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | "Nebraska Center for Justice Research will provide the following services, which each comprise a phase of the entire project: Phase I: Develop a needs assessment: - Gather data on the prevalence of risk factors for juvenile justice system involvement Omaha - For risk factors identified as high priority, identify Omahas gaps in performance compared to similar-sized cities and the corresponding impact on justice system involvement and detention Phase II: Develop a situational analysis, utilizing multiple research methods to answer the following questions: 1. What is the nature and extent of each risk factor? 2. Filtering by individuals, groups, and geographic locations, who experiences this risk factor? 3. What is the history of this risk factor in Omaha and what projections are there about its future? 4. What are the primary and secondary causes of this risk factor in Omaha? 5. Are there known causal pathways (a succession of causes)? 6. What is known regarding efforts at addressing this risk factor in Omaha? 7. Why is this risk factor considered a problem? 8. What is the vicarious impact of this risk factor (e.g. indirect effect on surrounding community members)? 9. Who is currently involved in addressing this risk factor in Omaha? Potential data sources include: U.S. Census data Key informant interviews Youth Risk Behavior Surveillance System data Proxy measures co-identified by NCJR and Sherwood Omaha Public Schools data Nebraska Commission on Law Enforcement and Criminal Justice data Other data sources and methods as needed Phase III: Develop a comprehensive investment strategy for The Sherwood Foundation that: - Outlines the outcomes of interest and their relationship to the identified areas of risk - Identifies baseline data to be collected in relation to the ultimate outcomes (even if beyond the direct influence of the strategy) - Clarifies the strategys boundaries while recognizing where the strategy sits in, interacts with, influences, and is influenced by its wider context - Ensures that the strategys outcome chain gives adequate attention to outcomes that are beyond the direct influence of the strategy" | |||
| Vocational and Life Skills Evaluation: 2016-17 (1574) | Social Justice | Nebraska Department of Correctional Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to evaluate the Vocational and Life Skills program for the Nebraska Departnent of Corrections. | |||
| Assessment and Research Evaluation YouTurn Social Service Omaha, 3rd year: 2018-19 (1575) | Social Justice | YouTurn Omaha | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2018-19 | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Assesment of operations | ||||
| Global Learning at Anahuac University: 2020-21 (1576) | International Service | Anahuac University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2020-21 | None | 0 | 0 | 0 | 0 | 0 | 0 | Xalapa is the capital city of the coastal state of Veracruz, and home to Anáhuac University, Xalapa Campus. Anáhuac features numerous high tech laboratories, first class sports facilities, courses offered in English and Spanish, and community connections to help students find internships. Anáhuac University is ranked among the top 2% best universities around the world, and in the top 3 private universities in Mexico. The MOU and student exchange agreement between UNO and AU-Xalapa was signed in 2019, and the partnership continues to build on it’s successful collaboration. | ||||
| "Let's talk about data: An overview of Ohio's new prevalence study", Technical Report for Ohio Department of Transportation: 2019-20 (1577) | Health and Wellness, Social Justice | Ohio Department of Transportation | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2019-20 | Summer | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Human Rights & Trafficking, Domestic and Sexual Violence | To develop statewide estimates of known victims and individuals at risk of human trafficking in Ohio.Methods. We collected information from 12 state and local sources including child welfare, legal services, and law enforcement data. We collected the data from agency records dating 2013 to 2018. However, the majority of data were from calendar years 2014, 2015, and 2016 (roughly 95% across individual and aggregate sources). We used probabilistic matching to estimate victim and at-risk cases-accounting for duplicates.Results. According to available data, there were 1032 known victims during the study time frame. We identified approximately 4209 at-risk individuals based on youths presenting with common risk factors for trafficking victimization.Conclusions. Estimating the prevalence of human trafficking is an important public health research priority. As the first "cataloging" of existing record systems in Ohio to our knowledge, this study provided a comprehensive overview of the number of victims and the type of information that is available in the state. This study highlights the importance of moving toward the use of epidemiological approaches to measure the prevalence of human trafficking. | ||
| "Pop-up" exhibit/tour of the Arthur Paul Afghanistan Collection: 2018-19 (1578) | Arts, Culture and Humanities | Bureau of Educational and Cultural Affairs, Lincoln Council for International Visitors, Mayor's Committee for International Friendship | UNO Libraries | Knowledge and Resource Sharing | None | None | Spring | 2018-19 | None | 0 | 0 | 0 | 0 | 0 | 0 | Other | Afganistan | Curated a pop-up display and information table on Arthur Paul Afghanistan Collection | ||
| Dual-Degree Program with Guangzhou College of Commerce: 2019-20 (1579) | International Service | Guangzhou College of Commerce | International Programs | Community-Based Learning | None | None | Fall | 2019-20 | None | 48 | 0 | 0 | 0 | 0 | 0 | This dual-degree program provides the opportunity to Guangzhou College of Commerce (GCC) undergraduate students, to earn a Bachelor of Science degree in Business Administration at the University of Nebraska at Omaha (UNO). The first cohort of the GCC students arrived at UNO campus in Fall 2019 and were welcomed by the College of Business Administration (CBA) and International Programs (INPR). Students take UNO courses to make academic progress and then return to GCC with UNO course credits for a bachelor's degree. | ||||
| Yellow Ribbon Project: 2019-20 (1580) | Social Justice | Engaged Research | None | None | Fall | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | Dr. Hobbs is currently collaborating with Dr. Ganapathy Narayanan, National University of Signapore Associate Dean, on research examining best practices for effective reentry after participation in a treatment or after being detained in the juvenile of criminal justice system. Singapore’s national reentry initiative, the Yellow Ribbon Project (YRP), offers a unique environment to study the factors that contribute to effective prisoner reentry. In a 13-year period, Singapore reduced the prison recidivism rate from 44.4 percent to 27.4 percent (Narayanan and Fee 2015), an unheard of level of improvement in recidivism rates. Singapore appears to have made a dramatic impact in its recidivism rates by calling the entire community to action, instead of relying on a handful of agencies to work with prisoners re-entering society. | ||||||
| Counsel to Secure Justice (CSJ) - India: 2018-19 (1581) | Social Justice | Counsel to Secure Justice | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Fall | 2018-19 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | After a visit to Singapore in 2018, Dr. Hobbs began collaborating with Arti Mohan, an attorney using restorative abuse to end domestic abuse in India. CJS works with people impacted by sexual abuse and other forms of violence in India. CJS strives to promote access to justice systems that repair harm, empower the vulnerable and reconcile broken relationships, keeping each survivor’s needs central to the process. | ||
| Lutheran Community Care Services (LCCS) Signapore: 2019-20 (1582) | Social Justice | Lutheran Community Care Services (LCCS) Signapore | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Fall | 2019-20 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Dr. Hobbs is a member of the Advisory Board for Lutheran Community Care Services (LCCS), based in Singapore. She and Monica Miles-Steffens presented at a conference in Singapore on the use of restorative practices in the U.S. juvenile justice system. Recently, LCCS was a collaborative partner on a Race Equity 2030 proposal. | ||
| Malaysia International Youth Dialogue, World Assembly of Youth: 2017-18 (1583) | Social Justice | Malaysia International Youth Dialogue, World Assembly of Youth | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2017-18 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Dr. Hobbs and Monica Miles-Steffens facilitated a dialogue with 160 youth from 43 nations to develop culturally responsive approaches to address juvenile delinquency in July 2017. This intriguing event led to multiple opportunities for collaboration with professional and researchers from other countries. | ||
| Brain Korea 21: 2018-19 (1584) | Social Justice | Catholic University of Korea | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2018-19 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | After a visit to Singapore in 2018, Dr. Hobbs began collaborating with Dr. Cecelia Minkyung Ha, an Assistant Professor in the School of Law and Department of Addiction Studies at the Catholic University of Korea, in support of “Brain Korea 21” (BK21). The collaborative proposal enhances the educational options for students, increases research partnerships, and exchange opportunities for both UNO and Korea’s School of Law and Addiction Studies. | ||
| Global Course – UNO Music Tour: 2016-17 (1585) | International Service | Shizuoka University | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2016-17 | Fall | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Students in UNO’s Jazz Band traveled to Japan and China to participate in a faculty-led program during the fall of 2015. | |||
| Global Course – Criminology and Criminal Justice in the United Kingdom: 2016-17 (1618) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | UNO’s longest running faculty-led program visits London, UK, as a chance for students to gain a general, theoretical, and practical understanding of the criminal justice system in England. Students will be able to use knowledge from this course to draw comparisons to the criminal justice system in the United States. This program runs annually. | ||||
| Global Course – Criminology and Criminal Justice in the United Kingdom: 2017-18 (1619) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | UNO’s longest running faculty-led program visits London, UK, as a chance for students to gain a general, theoretical, and practical understanding of the criminal justice system in England. Students will be able to use knowledge from this course to draw comparisons to the criminal justice system in the United States. | ||||
| Global Course – Criminology and Criminal Justice in the United Kingdom: 2018-19 (1620) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | UNO’s longest running faculty-led program visits London, UK, as a chance for students to gain a general, theoretical, and practical understanding of the criminal justice system in England. Students will be able to use knowledge from this course to draw comparisons to the criminal justice system in the United States. | ||||
| Global Course – Criminology and Criminal Justice in the United Kingdom: 2019-20 (1621) | International Service | International Programs | Community-Based Learning | None | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | UNO’s longest running faculty-led program visits London, UK, as a chance for students to gain a general, theoretical, and practical understanding of the criminal justice system in England. Students will be able to use knowledge from this course to draw comparisons to the criminal justice system in the United States. | ||||
| Global Course – Art History in the United Kingdom: 2016-17 (1622) | International Service | International Programs | Community-Based Learning | None | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Students travel to London, UK to examine the stylistic qualities of artworks created in different time periods as well as the political and religious factors that shaped them. Along with visiting destination objects in world-class museums, such as the British Museum, London National Gallery and Tate Modern, students will also encounter quirky, eccentric collections, including the Sir John Soane Museum. Through visits to important monuments such as Westminster Abbey, St. Paul’s Cathedral, the Cheswick House, and Strawberry Hill, students will become knowledgeable about different architectural styles and how they reflect their time period. | ||||
| Global Course – Art History in the United Kingdom: 2018-19 (1623) | International Service | International Programs | Community-Based Learning | None | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Students travel to London, UK to examine the stylistic qualities of artworks created in different time periods as well as the political and religious factors that shaped them. Along with visiting destination objects in world-class museums, such as the British Museum, London National Gallery and Tate Modern, students will also encounter quirky, eccentric collections, including the Sir John Soane Museum. Through visits to important monuments such as Westminster Abbey, St. Paul’s Cathedral, the Cheswick House, and Strawberry Hill, students will become knowledgeable about different architectural styles and how they reflect their time period. | ||||
| Global Course – London Theatre Live! in the United Kingdom: 2016-17 (1624) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Students will learn about the history and appreciation of British theatre with an emphasis on historical, political and social cultural context. The active engagement of study abroad facilitates discussions surrounding not only theatre but also cultural exchange, globalism, and the history of empire. | ||||
| Global Course – London Theatre Live! in the United Kingdom: 2017-18 (1625) | International Service | International Programs | Community-Based Learning | None | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Students will learn about the history and appreciation of British theatre with an emphasis on historical, political and social cultural context. The active engagement of study abroad facilitates discussions surrounding not only theatre but also cultural exchange, globalism, and the history of empire. | ||||
| Global Course – Global Media Communication in the United Kingdom: 2016-17 (1626) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Global Media Communication examines the international issues of media ownership, censorship, cultural influence and global reach of the media, from newspapers to new technology. The class will examine theories of information flow and media colonialism. There will be a concentration on the influence of news and advertising on regional populations, with visits to a number of media industries and outlets in London. | ||||
| Global Course – Global Media Communication in the United Kingdom: 2017-18 (1627) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Global Media Communication examines the international issues of media ownership, censorship, cultural influence and global reach of the media, from newspapers to new technology. The class will examine theories of information flow and media colonialism. There will be a concentration on the influence of news and advertising on regional populations, with visits to a number of media industries and outlets in London. | ||||
| Global Course – Global Media Communication in the United Kingdom: 2018-19 (1628) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Global Media Communication examines the international issues of media ownership, censorship, cultural influence and global reach of the media, from newspapers to new technology. The class will examine theories of information flow and media colonialism. There will be a concentration on the influence of news and advertising on regional populations, with visits to a number of media industries and outlets in London. | ||||
| Global Course – Global Media Communication in the United Kingdom: 2019-20 (1629) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2019-20 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Global Media Communication examines the international issues of media ownership, censorship, cultural influence and global reach of the media, from newspapers to new technology. The class will examine theories of information flow and media colonialism. There will be a concentration on the influence of news and advertising on regional populations, with visits to a number of media industries and outlets in London. | ||||
| Global Course – Documenting Social Change in China: 2016-17 (1630) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2016-17 | Summer | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Study social change in China using photography as a tool of social research. China is an ancient civilization that only recently pursued "modernization" and change. China's 4,000-year old dynastic system ended in 1911 and since then has undergone profound transformation. China today is the world's second largest and fastest growing economy - making it a unique setting to study asocial change. In this course, students will learn about social change in China from a comparative, historical, and social work perspective. The goal is to gain social welfare insights using photography as a tool of social research and change. | ||||
| Global Course – Documenting Social Change in China: 2017-18 (1631) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Study social change in China using photography as a tool of social research. China is an ancient civilization that only recently pursued "modernization" and change. China's 4,000-year old dynastic system ended in 1911 and since then has undergone profound transformation. China today is the world's second largest and fastest growing economy - making it a unique setting to study asocial change. In this course, students will learn about social change in China from a comparative, historical, and social work perspective. The goal is to gain social welfare insights using photography as a tool of social research and change. | ||||
| Global Course – Documenting Social Change in China: 2018-19 (1632) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Study social change in China using photography as a tool of social research. China is an ancient civilization that only recently pursued "modernization" and change. China's 4,000-year old dynastic system ended in 1911 and since then has undergone profound transformation. China today is the world's second largest and fastest growing economy - making it a unique setting to study asocial change. In this course, students will learn about social change in China from a comparative, historical, and social work perspective. The goal is to gain social welfare insights using photography as a tool of social research and change. | ||||
| Global Course - Social Work in Nicaragua: 2016-17 (1633) | International Service | Unan-Leon, Nicaragua | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | While in Nicaragua, students will have the opportunity to visit clinics and orphanages in Managua, before traveling to UNAN-Leon where they will meet with social work students and present information to Nicaraguan social work classes. Students will also visit with Nicaraguan students in English language classes. During the program, there will be visits to many cultural and historical sites, as well as visiting Nicaraguan landscapes. This course examines the history and challenges of social work and social welfare in a developing country. | |||
| Global Course – Public Health in Belize: 2017-18 (1634) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Partnering with local government, advocates and clinics, students on this course will have the opportunity to learn from community public health experts and support public health work in San Ignacio, Belize. Our group will be involved with health education, community forums and advocacy efforts. Students will visit low-resource rural areas to learn creative ways in which local health educators practice public health as well as have hands-on training in community health and advocacy efforts. Students in this course will be immersed not only in the broader Belizean culture, but also spend time in Mayan villages and Garifuna community. | ||||
| Global Course – Irish Literature and History: 2017-18 (1635) | International Service | International Studies | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | UNO Irish Literature and History program will take students and community members to Ireland. There, you engage with the cultural, historical, and geographical landscape to better contextualize the land’s history and how that has been communicated through literature, art, and politics. | ||||
| Global Course – History in Europe: 2017-18 (1636) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Backpack through Europe like you've always wanted to while getting an in-depth study of the history of Europe. This month-long, active program will take students through parts Europe selected for each summer program. Watch a mix of large cities and small towns come alive as you walk through and witness the charm of the region. Students will get the opportunity to dive into the history of the architecture, politics, military, arts, trade, and more! | ||||
| Global Course – History in Europe: 2018-19 (1637) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Backpack through Europe like you've always wanted to while getting an in-depth study of the history of Europe. This month-long, active program will take students through parts Europe selected for each summer program. Watch a mix of large cities and small towns come alive as you walk through and witness the charm of the region. Students will get the opportunity to dive into the history of the architecture, politics, military, arts, trade, and more! | ||||
| Global Course – French Language in Quebec, Canada: 2017-18 (1638) | International Service | Laval University | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Drastically improve your French by immersing yourself in the unique, vibrant culture of Quebec City while studying and living on campus at Laval University. During this five-week intensive language program, students will learn more about Quebec civilization, cinema, literature and more! Students will have the opportunity to speak French on a daily basis in conversation tables, attend festivals, and engage in many more cultural activities. Be ready to return feeling confident in your French language skills and your cultural knowledge. | |||
| Global Course – Spanish in Spain (Intermediate and Advanced, Business Spanish): 2017-18 (1639) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students traveled to Spain to participate in a faculty-led program during the Summer 2017 to study and improve Spanish language skills. | ||||
| Global Course – French Language in Besancon, France: 2017-18 (1640) | International Service | University of Franche-Comte | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Be immersed in classes at the Centre de Linguistique Appliquée, or CLA, to improve your French language skills. You’ll meet other UNO students and students from countries around the world in your classes, and join them for cultural activities around town. As a CLA student you have free admission to Besançon museums and can enjoy weekly field trips. Celebrate Bastille day with fireworks and dancing, go to free concerts and plays, and even learn to tango | |||
| Global Course – French Language in Besancon, France: 2018-19 (1641) | International Service | University of Franche-Comte | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Be immersed in classes at the Centre de Linguistique Appliquée, or CLA, to improve your French language skills. You’ll meet other UNO students and students from countries around the world in your classes, and join them for cultural activities around town. As a CLA student you have free admission to Besançon museums and can enjoy weekly field trips. Celebrate Bastille day with fireworks and dancing, go to free concerts and plays, and even learn to tango. | |||
| Global Course – Brexit: 2017-18 (1642) | International Service | University of Portsmouth | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | The course and trip focus on contemporary British Politics with a special focus on Brexit, Britain's relationship with the EU, modern political and security challenges, and the urban politics of London. Students will have the opportunity to study the ramifications of England leaving the EU as it unfolds. | |||
| Global Course – Brexit: 2018-19 (1643) | International Service | University of Portsmouth | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The course and trip focus on contemporary British Politics with a special focus on Brexit, Britain's relationship with the EU, modern political and security challenges, and the urban politics of London. Students will have the opportunity to study the ramifications of England leaving the EU as it unfolds. | |||
| Global Course – Belgium Between Empires: 2017-18 (1644) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students traveled to Belgium to participate in a faculty-led program during the Summer 2017 to study the history of the country. | ||||
| Global Course – Geography in London, the United Kingdom: 2016-17 (1645) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | This two-week field experience explores London, core to sprawling periphery, examining the development of London from its Roman origins to its current dynamic form. Discover heaths as well as shores, picturesque villages and rapid redevelopment in areas like the Docklands. Highlights include visits to classic London sites like the Tower of London and the Greenwich Observatory, walking exploration of neighborhoods like Fleet Street and Camden, and a day trip to Brighton Beach on the English Channel. | ||||
| Global Course – NU in Peru: 2016-17 (1646) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | This course introduced participants to the study of bilingualism and bilingual education in the US and Peru. Students had the opportunity to visit bilingual classrooms in Omaha and Peru, take classes in Quechua, and explore exciting locations such as Machu Picchu, and historic Cusco. Students studied theoretical issues in bilingual and second language acquisition within a sociocultural environment, bilingual and heritage language education in Peru, and field experiences in Omaha and Peru. The theoretical component of the course were topics on the history of Spanish and language policy in Latin America with a focus on Peru, monolingual vs. bilingual acquisition, first vs. second language acquisition, incomplete acquisition and attrition, and heritage languages. The educational component focused on bilingual education history and policy, bilingual education program models, dual-language programs in Omaha, competencies of bilingual education teachers, best practices for bilingual educators and the future of bilingual education. | ||||
| Global Course – NU in Peru, OLLAS: 2017-18 (1647) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | This course introduced participants to the study of bilingualism and bilingual education in the US and Peru. Students had the opportunity to visit bilingual classrooms in Omaha and Peru, take classes in Quechua, and explore exciting locations such as Machu Picchu, and historic Cusco. Students studied theoretical issues in bilingual and second language acquisition within a sociocultural environment, bilingual and heritage language education in Peru, and field experiences in Omaha and Peru. The theoretical component of the course were topics on the history of Spanish and language policy in Latin America with a focus on Peru, monolingual vs. bilingual acquisition, first vs. second language acquisition, incomplete acquisition and attrition, and heritage languages. The educational component focused on bilingual education history and policy, bilingual education program models, dual-language programs in Omaha, competencies of bilingual education teachers, best practices for bilingual educators and the future of bilingual education. | ||||
| Global Course – Business and Social Action in India: 2019-20 (1648) | International Service | Institute of Management Technology | International Programs | None | None | None | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | ||||||
| Global Course – Business and Social Action in India: 2017-18 (1649) | International Service | Institute of Management Technology | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | While in India, students visit businesses including start-ups, non-profit companies, and non-governmental organizations (NGOs). Students receive lectures from one of the best business schools in India, the Institute of Management Technology (IMT), and live in the executive dorms offered through IMT. Some of the travel highlights consist of, visiting the Taj Mahal, temples and other sites, and authentic shopping in Delhi while indulging in Indian cuisine. | |||
| Global Course – Business and Social Action in India: 2018-19 (1650) | International Service | Institute of Management Technology | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | While in India, students visit businesses including start-ups, non-profit companies, and non-governmental organizations (NGOs). Students receive lectures from one of the best business schools in India, the Institute of Management Technology (IMT), and live in the executive dorms offered through IMT. Some of the travel highlights consist of, visiting the Taj Mahal, temples and other sites, and authentic shopping in Delhi while indulging in Indian cuisine. | |||
| Global Course – Doing Business in China: 2016-17 (1651) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | In this course, students explore the extraordinary rise of China as a production base and consequently, also as a market for multinational firms, including those from the US. Students visit China to get a firsthand understanding of its business landscape and the various environments, particularly the culture. Students begin to understand the importance of China in the context of the world economy and the US economy, including current trade war implications. Students have the opportunity to explore the threats and opportunities posed by China for US-based firms. | ||||
| Global Course – Doing Business in China: 2017-18 (1652) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | In this course, students explore the extraordinary rise of China as a production base and consequently, also as a market for multinational firms, including those from the US. Students visit China to get a firsthand understanding of its business landscape and the various environments, particularly the culture. Students begin to understand the importance of China in the context of the world economy and the US economy, including current trade war implications. Students have the opportunity to explore the threats and opportunities posed by China for US-based firms. | ||||
| Global Course – Doing Business in China: 2018-19 (1653) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | In this course, students explore the extraordinary rise of China as a production base and consequently, also as a market for multinational firms, including those from the US. Students visit China to get a firsthand understanding of its business landscape and the various environments, particularly the culture. Students begin to understand the importance of China in the context of the world economy and the US economy, including current trade war implications. Students have the opportunity to explore the threats and opportunities posed by China for US-based firms. | ||||
| Global Course – CBA in Vietnam: 2016-17 (1654) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2016-17 | Summer | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students traveled to Vietnam to participate in a faculty-led program during the Summer 2017 to study business. | ||||
| Global Course – UNO in Sydney, Australia: 2018-19 (1655) | International Service | The University of Sydney | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Students spend four to six weeks in Sydney, Australia through a partnership between the University of Nebraska at Omaha and the University of Sydney. Highlights of the program include a wide range of courses, an internship option, guaranteed accommodation, and a vibrant student life. Students take a comparative approach by recognizing the similarities and differences between the community environment in Sydney versus that of Omaha. This program runs every other year. | |||
| Global Course – Early Childhood Education in Jamaica: 2016-17 (1656) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2016-17 | Summer | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students traveled to Jamaica to participate in a faculty-led program during the Summer 2017 to study the early education. | ||||
| Global Course – Public Health in Rwanda: 2016-17 (1657) | International Service | University of Gitwe | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2016-17 | Summer | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | As part of the program UNO and UNMC students spend two weeks working with medical students at University of Gitwe (UG). Gitwe is a rural community located 3 hours from Kigali, the capital of Rwanda. While in Rwanda, students observe the rural health care system, and its surrounding community health clinics; collaborate with UG medical students to produce a 10-15 minute long e-Learning module; cultivate intercultural awareness, cultural humility and professionalism; witness the impact of infectious diseases on families and the larger community; and develop experiential knowledge. | |||
| Global Course – Geographical Field Studies in Prague, Czechia: 2017-18 (1658) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Students explore a city at the heart of Europe, where history and modernity come together, with Geographical Field Studies in Prague. The capital city of Czechia, Prague is known as ‘the City of a Hundred Spires’ and features architecture and city sprawl from the medieval, Gothic, and baroque periods. Unique cultural quarters and historic town squares blend with more recent urban planning and development. On this program you’ll take an in depth look into Prague- its past, its present, and its future- through many different lenses. You’ll discover the effects of gentrification, Queer Prague, the Czech auto industry, enjoy a cultural evening, take a day trip to Kutná Hora, and much more. | ||||
| Global Course – NU in Colombia: 2017-18 (1659) | International Service | Universidad del Norte | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Join students from all four campuses of the University of Nebraska for an innovative program that combines intensive Spanish language training with hands-on experience in programs to promote public health, social justice, equity, and international partnerships. In addition to improving Spanish language skills, students walk away from this experience with new skills, global experience, and a new way of viewing the world. | |||
| Global Course – NU in Colombia: 2017-18 (1660) | International Service | Universidad del Norte | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Join students from all four campuses of the University of Nebraska for an innovative program that combines intensive Spanish language training with hands-on experience in programs to promote public health, social justice, equity, and international partnerships. In addition to improving Spanish language skills, students walk away from this experience with new skills, global experience, and a new way of viewing the world. | |||
| Global Course – NU in Colombia: 2017-18 (1661) | International Service | Universidad del Norte | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Join students from all four campuses of the University of Nebraska for an innovative program that combines intensive Spanish language training with hands-on experience in programs to promote public health, social justice, equity, and international partnerships. In addition to improving Spanish language skills, students walk away from this experience with new skills, global experience, and a new way of viewing the world. | |||
| Global Course – CBA Scholars International in Germany: 2017-18 (1662) | International Service | Braunschweig University of Technology | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | All CBA Scholars take a study abroad course together spring of junior year. In Spring 2018, the junior class traveled on a two-week program to Braunschweig and Berlin, Germany. The program is a combination of business visits, academic lectures, sight-seeing, and cultural activities. | |||
| Global Course – CBA Scholars International in Austria: 2018-19 (1663) | International Service | Management Center Innsbruck | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | All CBA Scholars take a study abroad course together spring of junior year. In Spring 2019, the junior class traveled to Austria. The program is a combination of business visits, academic lectures, sight-seeing, and cultural activities. | |||
| Global Course – UNO Choir in Lithuania: 2019-20 (1664) | International Service | None | None | None | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | ||||||||
| Global Course – Jazz Band to China and South Korea: 2018-19 (1665) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2018-19 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The UNO Jazz Band traveled to China to perform in various cities. Students are pre-selected for travel. | ||||
| Global Course – Art History to Italy: 2017-18 (1666) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2017-18 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | UNO, in partnership with CIS, is coordinating a faculty-led program beginning in Omaha to explore Italian Art and Art History. The UNO course will begin on the Omaha campus in SP18 and will culminate with an intensive two weeks in Italian cities Rome, Orvieto, Florence, and Venice. The program takes an in-depth study of Italian Art from the Ancients through to the present. Take what you've learned in the class to the real world by viewing historical architectural sights like the Colosseum, visit Art exhibits at galleries and museums like the Accademia and Uffizi galleries, and experience the Italian lifestyle firsthand. | ||||
| Global Course – Anubhav: 2017-18 (1667) | International Service | Bennett University | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | The experience includes academic workshops at IS&T partner Bennett University and students receive several opportunities to experience facets of Indian culture, history, NGOs, and businesses. Students had the opportunity to visit the Taj Mahal, Agra Fort, Lotus Temple, as well as the Hawa Mahal in Agra, Delhi and Jaipur. UNO students will be paired with Bennett University students encouraging friendships and bonds to be built with Indian students. | |||
| Global Course – Athletic Training: 2017-18 (1668) | International Service | Universidad Americana | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | The School of Health and Kinesiology offered a study abroad program in Nicaragua, with a multi-disciplinary focus including Athletic Training and Public Health. The program provided multiple learning opportunities for University of Nebraska students at the Universidad Americana - UAM: Managua. Students had the opportunity to engage with local sports coaches and their student-athletes. Students interacted closely with students from UAM in an environment designed to promote skill transfer and cross-cultural learning. Students provided didactic and laboratory instruction to Nicaraguan sports coaches and their student-athletes, learn local culture and customs, and participate in weekend excursions in which they will experience Nicaragua outside of the capital city. |