Projects Report
This report shows the various collaborative projects between UNO and the community.
Engagement Type:
Board Memberships
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : The CRE Summit is a highly anticipated annual conference event for commercial real estate industry. The Planning Committee works throughout the year to ensure the 900+ person event is a success.
Engagement Type:
Board Memberships
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : Currently serve as the Advisory Board President of this local, non-profit organization run by one of our alumna. This calendar year, I met with the Executive Director three times to advise on curriculum. I also reviewed three grant applications and gave feedback on a competitive contract proposal.
Engagement Type:
Board Memberships
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : The International Journal of Research on Service-Learning and Community Engagement (IJRSLCE) is a peer-reviewed online journal dedicated to the publication of high quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education.
Engagement Type:
Engaged Research
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : Our project goals are to (1) sustain our work in the CHAOSS project to advance key areas of open source project health (diversity & inclusion; evolution; value; risk), (2) ground these key areas within specific domains (D&I badging; scientific open source; open journalism; safety critical systems and infrastructure; open source project brokerage), and (3) link these efforts through common practices that benefit all. Our expected outcomes include increasing open source project health knowledge to new contexts, sustaining a community focused open source project health, and the creation of reference sets of processes and guidelines to help people make informed decisions regarding open source project health in new contexts.
Engagement Type:
Engaged Research
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : Despite the widespread support for a coordinated response to child maltreatment, little empirical research examines the ongoing successes and barriers faced by Child Advocacy Centers (CACs). The current study examines perspectives on program operations within a large CAC in the Nebraska across 14 focus groups, including both internal CAC staff (<i>N</i>=32) and external agency partners (<i>N</i>=37). Participants were representative of five service areas: advocacy, medical, mental health, forensic interviewing, and multidisciplinary teams. Universal successes and barriers were identified across all service areas. Still, the findings indicate a need to also consider the unique factors affecting each service area. The importance of these findings is discussed for those working in arenas that provide services to youth and families exposed to trauma.
Engagement Type:
Engaged Research
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : The Federal Reserve is about to begin its most challenging inflation-fighting campaign in four decades. And a lot is at stake for consumers, companies and the U.S. economy.<br><br>Most economists predict the Fed will raise interest rates by a quarter point on March 16, 2022, the first of many increases the U.S. central bank is expected to make over the coming months. The aim is to tamp down inflation that has been running at a year-over-year pace of 7.9%, the fastest since February 1982.<br><br>The challenge for the Fed is to do this without sending the economy into recession. Some economists and observers are already raising the specter of stagflation, which means high inflation coupled with a stagnating economy.<br><br>As an expert on financial markets, I believe there’s good news and bad when it comes to the Fed’s upcoming battle against inflation. Let’s start with the bad.<br><br>
Engagement Type:
Engaged Research
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : The published research on social workers’ perception of clinical licensure is sparse, with most available research exploring licensure from the perspective of social work faculty, students, or field education supervisors. This exploratory survey research seeks to contribute to the limited information available by evaluating the perceptions of clinical licensure from social workers (N = 519) and comparing social workers’ perceptions to other mental health professionals (OMHP) (N = 624). The results indicate agreement between respondents that licensure is important and that universities value licensing. Most consider that universities should be evaluated based on whether students pass licensing exams and that faculty should be licensed. Many social workers report confusion about licensing and feel ill-prepared to take a licensing exam. There are significant differences between social workers and OMHP in several areas. Additionally, differences are distinct between White and non-White social workers’ perception of universities’ ability to prepare them for licensing exams.
Engagement Type:
Engaged Research
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : Without question, there is a serious workforce problem within the general child and adult behavioral health care industry. When adding intellectual disabilities as a co-occurring disorder with mental illness, the qualified workforce inadequacies become even more severe. To complicate matters, the lack of validated or accommodated EBTs. for this population of mentally ill and intellectually challenged persons is virtually non-existent. Consistent with the conceptual strategy of task shifting and training within the context of usual care, this project provided specialized training to a wide variety of both professional and paraprofessional persons within the behavioral health, child welfare, and correctional industries. Results indicated that all participants improved their basic knowledge of this comorbid population, demonstrated a better understanding of EBTs, and exhibited a willingness to employ EBT approaches in their management and treatment strategies.<br>
Engagement Type:
Engaged Research
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : Incentivized customer referral programs (e.g., “Refer a friend, reward yourself!”) are prevalent, yet they usually have low referring rates. We propose a psychological barrier: existing customers (referrers) view incentivized referring as an exchange activity, which feels incompatible with their communal relationship with friends (referees). In eight studies (N = 2,111; four preregistered, two in the field), we propose and find that disclosing the referrer-reward in the invitation message—a not yet widely adopted practice—can promote referring by making the<br>referring action seem more compatible with communal norms. Specifically, disclosure conveys the referrer’s honesty and highlights the social, collaborative aspect of the referral opportunity, both of which are desirable in communal interactions. We further identify four theoretically and practically relevant boundary conditions: (1) the referrer-referee relationship (communal or exchange), (2) the framing of the referral opportunity (whether it is already framed as a communal activity or not), (3) the relative reward amount (whether the referrer-reward is higher than, the same as, or lower than the referee-reward), and (4) the stated source of the referrer-reward (the company or the referee’s spending). We conclude by discussing the theoretical and practical implications.<br><br>
Engagement Type:
Engaged Research
Activity Type:
None
Start Semester: Spring
Total UNO Students: 0
Start Academic Year: 2021-22
UNO Student Hours: 0
End Semester:
Total K-12 Students: 0
End Academic Year:
None
K-12 Student Hours: 0
Total Number of Other Participants:
0
Topics:
Description : The article explores bilingual investments of dual-language immersion program alumni through an intersectional narrative analysis. Focusing on the experiences of bilingualism of six alumni, we investigate how they continue to be invested in bilingualism, the factors that shape their self-positionings as bilinguals, and the extent to which race is implicated in their experiences as bilingual speakers of Spanish and English. The analysis revealed that investment is not always agentive and is obligatory, and habitual – less conscious linguistic behavior. While individual efforts sustain bilingual investment, biculturalism requires a collective practice. Bilingual experiences are racialized, and raciolinguistic ideologies at home school, and society at large shape alumni’s bilingual investments. Across all findings, we discuss individual and collective similarities and differences among Hispanic/Latinx and White alumni. The article ends with implications for future research and practical recommendations for designing equitable bilingual programs.