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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Stephenson-Harrington Internship (SHI) - Shirly (Fall 2018): 2018-19 (1278) | Social Justice | RISE | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Social Justice Awareness | The intern researched best practices for re-entry, participated in team meetings, and presented at a RISE Graduation at the Omaha Correctional Center. | ||
| Stephenson-Harrington Internship (SHI) - Alex (Fall 2016): 2016-17 (1279) | Health and Wellness, Social Justice | Women's Center for Advancement | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Domestic and Sexual Violence, Gender Equality, Social Justice Awareness | The intern supported callers via the hotline phone and assisted with police outreach. The intern also worked with clients when they first arrived at intake. | ||
| Stephenson-Harrington Internship (SHI) - Christy Stephenson-Harrington Internship (SHI) - Christy (Fall 2019): 2019-20 (1276) | Environmental Stewardship | Omaha Henry Doorly Zoo & Aquarium | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Wildlife/Animal Welfare, Other | Social Media | The intern worked with Wildlife Safari Park in Ashland to increase the visibility of their programs and mission on social media. | |
| Stephenson-Harrington Internship (SHI) - Brianna Stephenson-Harrington Internship (SHI) - Brianna (Fall 2019): 2019-20 (1272) | Health and Wellness | Charles Drew Health Center Inc. | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Medical Services | The intern performed duties that provided her with basic information on how to properly manage a 340B Pharmacy from the business and clinical pharmacy perspectives. More importantly, the intern gained a fundamental understanding of how a 340B operates with respect to meeting regulatory requirements. | ||
| 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 – 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. | ||||
| Polin Museum of the History of Polish Jews: An Agent for Transformation: 2018-19 (860) | Arts, Culture and Humanities, Educational Support, Social Justice | Creighton University, Cultural Enrichment Fund, Institute for Holocaust Education, POLIN Museum of the History of Polish Jews | Fine Arts, Interdisciplinary Studies, Schwalb Center for Israel and Jewish Studies | Community-Based Learning | Other | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity, Raise Awareness, Art, History | Dr. Barbara Kirshenblatt-Gimblett, curator of the POLIN Museum of the History of Polish Jews in Poland, will be on the University of Nebraska at Omaha campus to present multiple presentations centered around an exhibit displayed in the Weber Fine Arts Building Art Gallery. Dr. Kirshenblatt-Gimblett will present a short film followed by a Q&A on, "Before the Holocaust: Memories of a Jewish Childhood, the art of Mayer Kirshenblatt" Tuesday, January 22 from 2-3:30 p.m. Weber Fine Arts Building Gallery “The Jewish Melange” - The works of Mayer Kirshenblatt and Ophir Palmon Wednesday, January 23 at 6:30 p.m. Weber Fine Arts Building Gallery “An Agent for Transformation” - An illustrated lecture about the creation of the POLIN Museum of the History of Polish Jews multimedia exhibition Thursday, January 24 from 7-9 p.m. Community Engagement Center, Room 201 All events are free and open to the public with the support of Cultural Enrichment Funding, The Institute for Holocaust Education, The Schwalb Center for Israel and Jewish Studies, The Sam and Frances Fried Holocaust and Genocide Academy, The Jewish Federation of Omaha and The Klutznick Fund for Jewish Civilization at Creighton University. | ||
| 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 (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 – 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. | ||||
| Stephenson-Harrington Internship (SHI) - Akankshya Stephenson-Harrington Internship (SHI) - Akankshya (Fall 2019): 2019-20 (1270) | Educational Support, Health and Wellness | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 1 | 75 | 0 | 0 | 0 | 0 | Wellness, Aging, Business, Gerontology | The intern worked with UNO Gerontology’s interdisciplinary team on a series of projects involving aging, technology, health, and well-being/quality of life. The intern assisted with participant recruitment, data collection, and the literature review. The intern also participated in bi-monthly meetings with the interdisciplinary team, worked with the department to share the results of the study through presentations and manuscripts. | |||
| Global Course – Diplomacy and Security in Oman: 2018-19 (1669) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Students traveled to Oman, the Jewel of Arabia, to examine the impact a single nation can have on the more widespread regional issues of terrorism, political violence, insurgency, and diplomacy. Often seen as a partner for peace and a neutral negotiator within the Middle East, Oman is the perfect place to compare the path of a country that has embraced nonviolent diplomacy with that of their neighbors. This course concentrated on all aspects of violence within the political context, from individual actions to strategic level activities and the impact within the region. | ||||
| Global Course – Public Health and Community Projects in Xalapa, Mexico: 2018-19 (1670) | International Service | Anahuac University | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2018-19 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Partnering with local government, advocates and clinics, students on this course had the opportunity to learn from community public health experts and support public health work in Xalapa, Mexico. The group was involved with health education, community forums and advocacy efforts. Public health concerns in this region are closely tied to poverty and social inequity. Students visited 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 were immersed not only in the broader Mexican culture, but also spent time learning about the ancient pre-Hispanic traditions that still influence how health is understood and practiced. | |||
| Global Course – Architectural Engineering in Italy with UNL: 2018-19 (1675) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | This collaborative program through the University of Nebraska - Lincoln allows UNO students to join the Architectural Engineering program in Italy. Students connected historical perspectives and past engineering to their current (and future) field by visiting all of the major architectural areas in Italy. Students analyzed and interpreted historical drawings (artistic and/or of machines and buildings) or building designs; learned about historical construction methods, famous artists, scientists, and engineers in history (DaVinci, Galileo, etc.) and their major contributions; and developed an understanding and appreciation for the Italian culture and gained skills as a future global leader. | ||||
| Global Course – NATO Enabling Coherent Deterrence in Madrid, Spain: 2019-20 (1676) | International Service | NATO | International Programs | Community-Based Learning | Study Abroad | None | Fall | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The research goal in terms of adapting deterrence to emerging security challenges is the examination of deterrence in a complex spectrum incorporating state and non-state actors and development of a tested and validated assessment methodology. This broad-spectrum assessment methodology facilitated systemic and rigorous identification and analysis of adversaries and their courses of action (what an adversary may do, why, and how to confirm/deny), deterrence profile, options, and influence points (what works and what to avoid). Pre-selected students were expected to perform all duties assigned and by their deadlines. | |||
| Stephenson-Harrington Internship (SHI) - Lorenzo (Fall 2017): 2017-18 (1254) | Health and Wellness | UNMC Munroe Meyer Institute | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Other | Research | The intern learned what tools and techniques are used to diagnose various genetic disorders. The intern perfirned various tasks in both the office and lab, gaining first-hand experience in a lab setting. | |
| Stephenson-Harrington Internship (SHI) - Tori (Fall 2017): 2017-18 (1253) | Social Justice | RISE | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Social Justice Awareness, Other | Criminal Justice | The intern created a resource guide that continues to be used, adding information about resources that help people who are leaving prision and re-entering society. The intern also attended in-prison volunteer events, which helped provide the intern with a different point of view of the criminal justice system and increased her confidence in working with different populations of people. | |
| Stephenson-Harrington Internship (SHI) - Andrew (Fall 2018): 2018-19 (1258) | International Service | Omaha Sister Cities Association | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | International Support Awarenes | The intern interviewed community members, translating those messages into articles for the organization's newsletter. | ||
| Collaborative Interns Planned Parenthood: 2016-17 (2558) | Educational Support | Planned Parenthood of the Heartland | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Stephenson-Harrington Internship (SHI) - Leslie (Fall 2017): 2017-18 (1255) | Health and Wellness | UNMC Munroe Meyer Institute | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Other | Research | The intern learned what tools and techniques are used to diagnose various genetic disorders. The intern perfirned various tasks in both the office and lab, gaining first-hand experience in a lab setting. | |
| Stephenson-Harrington Internship (SHI) - Jay (Fall 2017): 2017-18 (1256) | Educational Support, Health and Wellness | The Autism Care for Toddlers Clinic in the Autism Center of Nebraska | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Mental Health | The intern worked with multiple clients undergoing behavior analysis therapy to help improve their behavioral functions. The intern also learned about discrete trial training. Lastly, the intern collected data used for weekly client progress reports. | ||
| Stephenson-Harrington Internship (SHI) - Henamari (Fall 2018): 2018-19 (1260) | Health and Wellness | Quality Living Inc. | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Medical Services | The intern worked the site therapists to host adaptive sport activities for clients. | ||
| Stephenson-Harrington Internship (SHI) - Jazmine (Fall 2018): 2018-19 (1259) | Arts, Culture and Humanities | Film Streams | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Theatre and Cinema, Other | Education | The intern assisted with tasks during education screenings, developed educator guides, and wrote film notes. | |
| Stephenson-Harrington Internship (SHI) - Jenna (Fall 2018): 2018-19 (1261) | Economic Impact, Educational Support | Medical Reserve Corps | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Emergency Management, Other | Health Services | The intern attended county meetings, created training brochures, designed an advertisement, updated application booklets, and assisted with interviews. The intern also helped plan and run an MRC booth in North Omaha. | |
| Social Work Practicums (Fall 2021): 2021-22 (2610) | Economic Impact, Educational Support, Health and Wellness, International Service, Social Justice | 75 North, Aksarben-Elmwood Neighborhood Association, Alliance for a Better Omaha, ALS in the Heartland, AM Counseling & Consulting, AseraCare Hospice Foundation, A Time to Heal Cancer Foundation, Bellevue Public Schools, Benefis Health System, Better Living Counseling Services: Lincoln, Boys Town, Brookestone Village, Bryan Health,West Campus, Burke High, Omaha Public Schools, Center for Holistic Development, CenterPointe, CHI Health Lakeside, CHI Health St. Francis, CHI Lasting Hope Recovery Center, Childhood Autism Services, Papillion, Childrens Hospital and Medical Center, Child Saving Institute, Columbus Area United Way, Columbus Community Hospital, Community Alliance, Compassionate Minds Therapy, Completely Kids, Crawford County Mental Health Center, Dismas Charities, Kearney, ED care, Endless Journey Hospice, Essential Pregnancy Services, ESU 3 High Ability Learners Board, Field Club Elementary, Omaha Public Schools, Fillmore County Hospital, Good Neighbor, Grand Island Public Schools, Heartland Family Service-Homeless Program, Heartland Family Service-In home, Heartland Family Service-One Oak, Heartland Family Services, Heartland Family Services-DV, Heartland Family Services-Family Works, Hillcrest Foundation for Enhancing Lives, Hillcrest Hospice, Integrated Behavioral Health Services, International Council for Refugees and Immigrants, Inc, Jenda Family Services, Legal Aid of Nebraska, Lincoln Public Schools, Lincoln Regional Center, LRC-Whitehall, Madonna Rehabilitation, McMillan Magnet Center, Omaha Public Schools, Methodist Fremont Health, Methodist Fremont Hospice, Metropolitan Community College (MCC), Mid plains Behavioral Health, Millard Public Schools, Monroe Carell Vanderbilt Children's Hospital, Mourning Hope Grief Center, Nebraska Department of Correctional Services, Nebraska Department of Health and Human Services, Nebraska Medicine, Nebraska Parole, Nebraska Urban Indian Health Coalition, NE Mental Health Centers, New Vista-Schwartz Center, Omaha Bridges Out of Poverty, Omaha Therapy & Arts Collaborative, OneWorld Omaha, Partnership 4 Kids, Project Everlast, Project harmony, Providence medical center, Ralston High School, Region 6 Behavioral Healthcare, Rejuvenating Women, Sarpy County Community Corrections, Sarpy County Head Start, Sarpy County Juvenile Diversion, Sarpy County Public Defender's Office, SASA Crisis Center in Hastings, Southeastern Behavioral Health, Stephen Center, The HUB Lincoln, University of Nebraska Medical Center, VA Lincoln, Westside High School, Westside Middle School, YRTC-Lincoln | Social Work | Community-Based Learning | None | None | Fall | 2021-22 | None | 131 | 36,352 | 0 | 0 | 0 | 0 | Wellness, Aging, Business, Early Childhood Education, Food and Water Security, Refugees, Disadvantaged Populations, Inequality, Mental Health, Substance Abuse, Holistic Wellness, Medical Services, Civic and Political Engagement, Homelessness/Shelter, Veteran Support, Self-Sufficiency, Poverty, Economic Sufficiency Awareness, Capacity Building, Grief, Gerontology, Juvenile/Adult Justice System, Social Justice Awareness, Other | 131 total students in practicum (38 BSSW + 93 MSW students 11 students did a full time/block practicum (11 x 512 hours = 5,632 practicum hours) 120 students did a part time/concurrent practicum (120 x 256 hours = 30,720 practicum hours) Total of 36,352 practicum hours for fall 2021 semester | |||
| Stephenson Harrington Internship (Fall 2016): 2016-17 (176) | Health and Wellness | The Wellbeing Partners | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Other | Education Event Planning | During the internship, the intern supported the development and distribution of promotional materials, correspondence and event communications. The intern also assisted with the creation and implementation of worksite wellness documents and tools. The intern was also responsible for planning and executing an event of the organization. Lastly, the intern entered data and provided administrative support as needed. Interns also complete surveys, reflection assignments, and graded assignments throughout the semester. | |
| Stephenson Harrington Internship (Fall 2016): 2016-17 (179) | Educational Support | Completely Kids | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education | The intern worked as support staff at Marrs Middle School, assisting with various after school programs. The intern also provided homework help for students. Interns also complete surveys, reflection assignments, and graded assignments throughout the semester. | ||
| Collaborative Interns ONE Omaha: 2016-17 (2560) | Educational Support | ONE Omaha | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Stephenson-Harrington Internship (SHI) - Anahi (Fall 2018): 2018-19 (1262) | Economic Impact, Social Justice | Greater Omaha Chamber of Commerce | Goodrich Scholarship Program, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | Fall | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity, Economic Sufficiency Awareness, Other | Social Media | The intern assisted with the development of a variety of initiatives. At the Chamber of Commerce, the intern supported and promoted the Greater Omaha Young Professionals organization. The intern developed digital content for the YP Newsletter and managed the YP social media channels in an effort to increase engagement. Lastly, the intern worked on the Chamber’s diversity and inclusion initiatives. | |
| Collaborative Interns: SPARK | Economic Impact | Spark CDI | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| 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. | |||
| Collaborative Interns: Midlands African Chamber | Social Justice | Midlands African Chamber | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Sensory: Please Touch the Art: 2016-17 (875) | Arts, Culture and Humanities, Educational Support, Social Justice | Colorado Center for the Blind, Metropolitan Community College (MCC), National Federation of the Blind of Nebraska (NFBN Omaha Chapter), Nebraska Arts Council, Nebraska Methodist College, Omaha Association for the Blind, Outlook Nebraska, WhyArts | Fine Arts | Community-Based Learning | Other | None | Fall | 2016-17 | Fall | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Disadvantaged Populations, Raise Awareness, Art | The gallery will feature nationally-curated art meant for more senses than sight, tactile interpretations of classic art, and artwork created at four art workshops for the visually impaired, which were held at UNO over the summer. The name of the exhibit says it all: this art is meant to be touched. The art workshops were made possible with assistance from the Nebraska Arts Council, WhyArts?, Omaha Association of the Blind, Outlook Nebraska, Pamela Duncan (interpreter), and volunteer student interpreters from UNO. | ||
| Civic Nebraska Grant Intern: 2017-18 (979) | Educational Support | Civic Nebraska | Barbara Weitz Community Engagement Center (CEC), Public Administration | Community-Based Learning | Other | None | Fall | 2017-18 | Spring | 2017-18 | 1 | 0 | 1 | 0 | 0 | 0 | Intern, Anabelle Abisett, partnered with Dr. Jodi Benenson on a NE Humanities grant. | |||
| Collaborative Interns Black Family Health: 2021-22 (2649) | Health and Wellness | Black Family Health and Wellness Association | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Angels Hospice Care: 2021-22 (2648) | Health and Wellness | Angels Among Us | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Kiwanis Club: 2021-22 (2651) | Social Justice | Kiwanis Club | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Greater Bethel Temple Childrens Academy: 2021-22 (2656) | Educational Support | Greater Bethel Temple Childrens Academy | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns NAMI Nebraska: 2021-22 (2653) | Health and Wellness | NAMI Nebraska | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Spring | 2019-20 | None | None | 2 | 540 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Dibs For Kids: 2021-22 (2654) | Educational Support | Dibs for Kids | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Touch of Gold: 2021-22 (2655) | Social Justice | Touch of Gold | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns The Lehmin Center: 2021-22 (2657) | Health and Wellness | The Lehmin Center | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| WELLCOM UNO Student Interns (Fall 2019): 2019-20 (1118) | Educational Support, Health and Wellness | The Wellbeing Partners | Health and Kinesiology, Service Learning Academy (SLA) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | Fall | 2019-20 | 13 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Health Awareness | From 2014 to 2019, WELLCOM (now The Wellbeing Partners) has had a total of 13 UNO student interns. Each student received credit toward their degree and the nature of the internship was distributed between administrative, programmatic, and research. UNO student interns worked side by side with the professional staff learning the fundamentals of worksite wellness, as well as completed a unique semester-long project that provided benefit to the student and the organization. | ||
| Collaborative Interns Big Brothers Big Sisters of the Midlands: 2019-20 (2586) | Educational Support | Big Brothers Big Sisters of the Midlands | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Heartland Family Services: 2016-17 (2573) | Economic Impact, Educational Support | Heartland Family Services | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns James P. Foster Hope Resource Center Hope Resource Center: 2021-22 (2659) | Economic Impact | James P. Foster Hope Resource Center | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2021-22 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| 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. | ||||
| Collaborative Interns Big Garden: 2018-19 (2585) | Educational Support, Environmental Stewardship | The Big Garden | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Catholic Charities Phoenix House: 2016-17 (2583) | Educational Support, Health and Wellness | Catholic Charities - Phoenix House | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Omaha Performing Arts: 2018-19 (2562) | Arts, Culture and Humanities, Educational Support | Omaha Performing Arts | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | None | None | 3 | 1,080 | 0 | 0 | 0 | 0 | Capacity Building, Art | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| 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. | |||
| Collaborative Interns Rose Theatre: 2018-19 (2556) | Educational Support | Rose Theater | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns No More Empty Pots: 2016-17 (2551) | Economic Impact, Educational Support, Environmental Stewardship | No More Empty Pots | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 5 | 1,800 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Quality Living Inc: 2016-17 (2557) | Economic Impact | Quality Living Inc. | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 1 | 1,080 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns ShareOmaha: 2016-17 (2555) | Educational Support | ShareOmaha | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Refugee Empowerment Center: 2016-17 (2549) | Educational Support, International Service | Refugee Empowerment Center | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 3 | 1,080 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Tri-Faith Initiative: 2018-19 (2547) | Educational Support, Health and Wellness | Tri-Faith Initiative | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | None | None | 1 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Upstream Weeds: 2016-17 (2545) | Educational Support, Environmental Stewardship | Upstream Weeds | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Upward Bound Math and Science: 2017-18 (2544) | Educational Support | Upward Bound Math & Science | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2017-18 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns Gotta Be Me: 2016-17 (2660) | Social Justice | Gotta Be Me, Inc | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Collaborative Interns: Northstar Foundation: 2016-17 (2661) | Educational Support | NorthStar Foundation | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Tri-Faith Initiative Student Presentations: 2017-18 (905) | Educational Support, International Service | Tri-Faith Initiative | Barbara Weitz Community Engagement Center (CEC), Political Science | Community-Based Learning | Other | None | Spring | 2017-18 | Spring | 2017-18 | 18 | 0 | 1 | 0 | 0 | 21 | Inter/Trans-culture, Capacity Building | 18 UNO students interviewed 18 leaders of this unique Omaha organization in an effort to understand their motivations to start and continue to support the Tri-Faith Initiative. Students' presentations will reveal what they learned through research and attendees can learn more about the Tri-Faith Initiative. The Tri-Faith Initiative is made up of a group of Jews, Christians, and Muslims, who have come together as neighbors on one campus, committed to practicing respect, acceptance, and trust. A student project that was part of Dr. Ramazan Kilinc's honors colloquia class titled, HONR 3000 Sacred and Violent. | ||
| 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. | ||||
| 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 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. | |||
| WhyArts Story Bag Intern (Fall 2019): 2019-20 (2455) | Arts, Culture and Humanities, Educational Support | WhyArts | Business, Public Administration | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | WhyArts teaching artists have a new tool at their disposal this fall - The WhyArts Story Bag.The bag is the outcome of research conducted this summer by WhyArts intern, who graduated from the University of Nebraska at Omaha (UNO) earlier this month with double master’s degrees in public administration/nonprofit management and fine arts" We have well tested and documented resources for programming in this area. Further development is needed which is planed for in the future. The story bags made several appearances out in the community especially in senior centers and early childhood environments. More development is planned and we expect the impact to grow. "https://www.whyartsinc.org/introducing-the-whyarts-story-bag/ | |||
| Monaghan Internship, Civic Nebraska: 2016-17 (1113) | Educational Support | Civic Nebraska | Barbara Weitz Community Engagement Center (CEC) | Community-Based Learning | Internship/Externship | None | Fall | 2016-17 | None | 1 | 0 | 0 | 0 | 0 | 0 | Civic and Political Engagement, Capacity Building | A UNO student intern who is placed with a CEC building partner to provide program support. This student is paid through a UNO CEC grant/stipend. | |||
| 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. | ||||
| Collaborative Interns: 75 North | Economic Impact | 75 North | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| Our Secret Garden: 2018-19 (878) | Arts, Culture and Humanities, Environmental Stewardship, Health and Wellness | WhyArts | Fine Arts, Transitions Program | Community-Based Learning | Other | None | Fall | 2018-19 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Gardens/Plantlife, Develop./Physical Disability, Theatre and Cinema | The premiere of “Our Secret Garden” featuring actors from UNO Theatre and the University of Nebraska at Omaha’s Transitions Program was held Nov. 18 at the Weber Fine Arts Theatre. The event was the first collaboration between UNO Theatre, WhyArts, the Autism Society and the UNO Transitions Program. Earlier this fall, WhyArts artist Stephanie Anderson advised UNO director Lucas Perez-Leahy on developing a performance for Transitions Program participants inspired by “The Secret Garden,” which kicked off UNO Theatre’s 2018-19 fall season. The Transitions Program provides opportunities for young adults ages 18 to 25 who identify on the autism spectrum to practice and enhance social competencies. “UNO’s School of the Arts is squarely focused on strengthening our sense of community by developing the powers of perception and empathy,” said Jack Zerbe, director of the School of the Arts at UNO. “Collaborating with WhyArts, the Autism Society and UNO Transitions is a shining example of how UNO’s arts programs bring people together to foster understanding and make connections. I am pleased to have provided increased access to the arts but even more delighted that our students got to work so closely with our special new partners and friends.” “Our Secret Garden” was immediately followed by the final performance of UNO Theatre’s “A Secret Garden.” Below, Jack Zerbe and Carolyn Anderson, director of WhyArts, address the audience before the premiere. | ||
| Sensory: Please Touch the Art 2.0: 2017-18 (876) | Arts, Culture and Humanities, Health and Wellness | Nebraska Arts Council, Nebraska Methodist College, Omaha Association for the Blind, Outlook Nebraska, WhyArts | Fine Arts, UNO Libraries | Community-Based Learning | Other | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability, Art | A tactile art exhibit that is part of a national movement to increase accessibility in museums, galleries and classrooms. | ||
| Sensory: Please Touch The Art 3.0: 2018-19 (877) | Arts, Culture and Humanities, Health and Wellness | Nebraska Arts Council, Nebraska Methodist College, Omaha Association for the Blind, Outlook Nebraska, WhyArts | Fine Arts | Community-Based Learning | Other | None | Spring | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Develop./Physical Disability, Art | The College of Communication, Fine Arts and Media at the University of Nebraska at Omaha, along with the School of the Arts and the UNO Art Gallery will host an exhibition to highlight the many ways one can experience art to increase awareness of accessibility to all populations wishing to experience what art has to offer. | ||
| 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. | |||
| Partnership 4 Kids Social Work Practicum Student 1: 2016-17 (926) | Educational Support | Partnership 4 Kids | Barbara Weitz Community Engagement Center (CEC), Social Work | Community-Based Learning | Other | None | Fall | 2016-17 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building | 1 of 3 UNO student social work practica (credit received). | ||
| 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 – 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 – 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 – 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 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 – 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 – 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 – 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 – Spanish Language in Soria, Spain: 2018-19 (1672) | International Service | Centro Internacional Antonio Machado | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students joined the Centro Internacional Antonio Machado (CIAM), to experience the city of Soria, Spain during the summer 2019 Spanish Language Immersion program. Students had the opportunity to improve their Spanish language skills through course work, homestays, tutoring, volunteer opportunities and other cultural activities. With the diverse, historical landscape of this northern Spanish city, students had the perfect setting to practice Spanish on a daily basis in Soria while earning UNO credit. | |||
| Global Course – UNO Theatre in Edinburgh Festival Fringe: 2018-19 (1673) | International Service | Edinburgh Festival Fringe | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Students participated in UNO Theatre in Edinburgh, Scotland for the Edinburgh Fringe Festival, the largest international theatre festival in the world. The program to Edinburgh, the capital of Scotland, was an experiential learning opportunity to explore different theatre styles from around the globe. Students experienced the entrepreneurial side of the arts as they negotiated the many options of promoting their production alongside nearly ten thousand performers, the challenge of creating great theatre on a shoestring budget, and had the opportunity to perform in front of thousands of visitors that attended the Fringe Festival each year. Students enjoyed the Scottish countryside including Stirling Castle, the William Wallace memorial, Holyrood Palace, Loch Lamond, Edinburgh Castle and witnessed one of the largest military tattoos in the world. | |||
| Global Course – Innovation, Analytics, and the Role of Services in the Modern Startup Scene in Germany: 2018-19 (1674) | International Service | Volkswagen | International Programs | Community-Based Learning | Study Abroad | None | Summer | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | With its leading role in the world economy, reputation for excellence in innovation across technical sectors, and commitment to Small and Medium Enterprises (SME), Germany is leading the transition to the future digital, service-based economy. An estimated 99% of the German economy is based on SMEs and is also home to some of the world’s most innovative companies such as Bayer, SAP, Bosch, and Volkswagen. This experiential study abroad program was designed to allow students to look under the hood of the drivers of the modern German economy: startups and data-intensive service firms. Starting in Berlin, this two-week trip engaged students in expert discussions and lectures and site visits across Germany, including visits to Stuttgart and Karlsruhe. | |||
| Global Course – Literature in Spain: 2016-17 (1677) | International Service | International Programs | Community-Based Learning | Study Abroad | None | Spring | 2016-17 | Spring | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | UNO students traveled to Spain to participate in a faculty-led program during the Summer 2017 to study the literature. | ||||
| Grant Application Support: Nebraska Humanities Grant | Community-Based Learning | Other | None | Fall | 2017-18 | None | 1 | 0 | 0 | 0 | 0 | 0 | None | |||||||
| 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. | ||||
| Civicore Database Development (Fall 2017): 2017-18 (981) | Educational Support | Partnership 4 Kids | Barbara Weitz Community Engagement Center (CEC), Information Systems and Quantitative Analysis, Service Learning Academy (SLA) | Community-Based Learning | Other | None | Fall | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | STEM/STEM Education | P4K collaborated with UNO research and Information Technology to develop a supplemental system for the launch of a new client management database, Civicore. This system has been extremely beneficial to P4K’s long-term sustainability. This senior capstone project, led by Dr. Deepak Khazanchi, helped P4K establish a more effective tracking system for data collection and outcome evaluations. | ||
| Shakespeare on the Green 2017-2019 UNO Student Interns: 2016-17 (1107) | Arts, Culture and Humanities | Nebraska Shakespeare | Fine Arts | Community-Based Learning | Internship/Externship | None | Summer | 2016-17 | Summer | 2018-19 | 9 | 0 | 0 | 0 | 0 | 0 | Theatre and Cinema | Each summer during Shakespeare on the Green, an average of three UNO students intern for Nebraska Shakespeare. | ||
| Collaborative Interns: Highlander Corporation | Economic Impact | Highlander Corporation | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 1 | 360 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| 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. | ||||
| Monaghan Internship, Inclusive Communities: 2018-19 (1114) | Educational Support, Social Justice | Inclusive Communities | Barbara Weitz Community Engagement Center (CEC) | Community-Based Learning | Internship/Externship | None | Fall | 2018-19 | None | 1 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity, Civic and Political Engagement, Capacity Building | A UNO student intern who is placed with a CEC building partner to provide program support. This student is paid through a UNO CEC grant/stipend. | |||
| Collaborative Interns: Balloon Elite Basketball | Health and Wellness | Balloon Elite Basketball | Student Service and Leadership Collaborative (The Collaborative) | Community-Based Learning | Internship/Externship | None | Fall | 2022-23 | None | None | 2 | 720 | 0 | 0 | 0 | 0 | Capacity Building | UNO students hired as Collaborative interns are matched with community organizations, working 10 hours a week for that organization in the community. Students are paid through the grant-funded program. Nonprofits coordinate meaningful work for interns to benefit the student experience in different ways. Students typically intern during the fall and spring semesters and may serve the same organization for more than one academic year. Each unique student that works as a Collaborative intern with this specific community partner is identified within this project. | ||
| 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. | ||||
| Project Management Course - BSAD 8336: 2019-20 (1949) | Economic Impact, Educational Support | Blue Cross Blue Shield of Nebraska, Buffett Early Childhood Fund, Caesars Entertainment, Childrens Hospital and Medical Center, KC Cabinetry, Meridian Clinical Research, Nebraska Furniture Mart, Special Olympics Nebraska Inc., Union Pacific, University of Nebraska - Lincoln, University of Nebraska Medical Center, Valmont Industries Inc. | Management | Community-Based Learning | Engaged Teaching | None | Fall | 2019-20 | Fall | 2019-20 | 89 | 0 | 0 | 0 | 0 | 0 | Education, Employment and Workforce, Economic Sufficiency Awareness, Capacity Building | Projects in this course were designed to enhance leadership development of students and provide strategic insights for community partners. | ||
| MOEC partnership with UNO MAV PR: FAFSA video: 2019-20 (1924) | Economic Impact, Educational Support | Fine Arts | Community-Based Learning | Internship/Externship | None | Fall | 2019-20 | None | 12 | 1,200 | 0 | 0 | 0 | 0 | Literacy, Economic Sufficiency Awareness, Other | "MOEC has worked with MAV PR students and advisor Karen Weber for several years. Students have now produced two different videos encouraging students to complete the FAFSA. The latest version is here: https://www.dropbox.com/s/je5o72f4csjfqbi/FAFSA%20PSA%20-%20Revised.mov?dl=0 " The project gave communications students in MAV PR an opportunity for real-life learning. Payment to the MAV PR organization provided additional learning opportunities for the organization's students. | ||||
| Elevate Omaha Intern: Social Work (Spring 2022): 2021-22 (2457) | Educational Support, Social Justice | Elevate Omaha Inc | Social Work | Community-Based Learning | Field Study or Practicum | None | Spring | 2021-22 | None | 1 | 256 | 0 | 0 | 0 | 0 | Capacity Building | The student will work with advocacy and grant-making pillars. Adds capacity, the student has more experience in grant-making and will help us to develop this aspect, she has policy and policy writing experiences (possibly to provide training in that area as well). Lucia as Elevate Omaha staff gets to take part and experience supervisory training. This project gives the UNO social work student real world experience, the social work department itself benefits in terms of having an additional practicum site |