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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Singing the Archives: Crafting Archival Material through Song Conference 2020: 2020-21 (2434) | Educational Support | National Communication Association | Communication | Knowledge and Resource Sharing | Community-oriented lecture/event | None | Fall | 2020-21 | Fall | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Education, Capacity Building | For this project Nathan Bedsole served as a panelist for the NCA 106th Annual Convention National Communication Association. | ||
| Renewing Communal Bonds, Transcending Communicative Boundaries: 2021-22 (2435) | Arts, Culture and Humanities, Educational Support | National Communication Association, The Womens Caucus | Communication | Knowledge and Resource Sharing | Access to Higher Education | None | Fall | 2021-22 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Education, Raise Awareness, Capacity Building | The ancient antagonism of phoné lends contemporary rhetorical scholars a conceptual foothold for interrogated rhetorics of impasse, particularly in their gendered reality. | ||
| The Uses of Conspiracy: 2021-22 (2436) | Educational Support | National Communication Association | Communication | Engaged Research | Policy research/paper | None | Fall | 2021-22 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Education, Raise Awareness, Capacity Building | This paper, written by Nathan Bedsole enables the readers to understand three lessons; 1) identify the conspiracy theory as a form of public argument, 2) engage examples of the form with empathetic imagination and, 3) use the Toulmin model to evaluate arguments otherwise dismissed. |