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: |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Lutheran Community Care Services (LCCS) Signapore: 2019-20 (1582) | Social Justice | Lutheran Community Care Services (LCCS) Signapore | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Fall | 2019-20 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Dr. Hobbs is a member of the Advisory Board for Lutheran Community Care Services (LCCS), based in Singapore. She and Monica Miles-Steffens presented at a conference in Singapore on the use of restorative practices in the U.S. juvenile justice system. Recently, LCCS was a collaborative partner on a Race Equity 2030 proposal. | ||
| Malaysia International Youth Dialogue, World Assembly of Youth: 2017-18 (1583) | Social Justice | Malaysia International Youth Dialogue, World Assembly of Youth | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2017-18 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Dr. Hobbs and Monica Miles-Steffens facilitated a dialogue with 160 youth from 43 nations to develop culturally responsive approaches to address juvenile delinquency in July 2017. This intriguing event led to multiple opportunities for collaboration with professional and researchers from other countries. | ||
| Open Source Community Health: 2021-22 (2904) | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 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. | |||||||
| An examination of five service areas in a child advocacy center: (Spring 2022): 2021-22 (2905) | Social Justice | Project harmony | Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 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. | ||||
| Why the Fed can’t stop prices from going up: (Spring 2022): 2021-22 (2906) | Economic Impact | Federal Reserve Bank of Atlanta | Finance, Banking, and Real Estate | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 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> | ||||
| Examining the Predictors of Sexual Victimization among Female Inmates: PREA considerations: 2016-17 (1560) | Social Justice | Iowa Department of Corrections | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | Summer | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | This study involved an assessment of the relevance of women’s background characteristics for predicting their offending in prison. Data were collected from over 650 women confined in a large prison for women in a Midwestern state, and the relative effects of these factors were examined. Findings revealed that background characteristics reflecting social demographics (e.g. race, sexual orientation) and women’s life experiences (e.g. abuse as a child) were relevant for predicting women’s violent and nonviolent misbehavior in prison. 2015-2017 | |||
| Evidence based Nebraska - Diversion: 2020-21 (1380) | Social Justice | Adams County Attorney, Banner County Attorney, Boone County Attorney, Box Butte County Attorney, Boyd County Attorney, Brown County Attorney, Buffalo County Attorney, Burt County Attorney, Butler County - Diversion, Butler Gast YMCA, Cass County Attorney, Chase County Attorney, Clay County Attorney, Colfax County Attorney, Cuming County Attorney, Custer County Attorney, Dakota County Attorney, Dawson County Attorney, Dodge County Attorney, Fillmore County Attorney, Gage County Attorney, Gosper County Attorney, Greeley County Attorney, Hall County Attorney, Hamilton County Attorney, Holt County Attorney, Howard County Attorney, Jefferson County Attorney, Johnson County Attorney, Knox County Attorney, Lancaster County Attorney, Lincoln County Attorney, Loup County Attorney, Madison County Attorney, Merrick County Attorney, Morrill County Attorney, Nance County Attorney, Nemaha County Attorney, Nuckolls County Attorney, Otoe County Attorney, Pawnee County Attorney, Pierce County Attorney, Platte Valley Diversion Program, Polk County Attorney, Richardson County Attorney, Sarpy County Juvenile Diversion, Scotts Bluff County Attorney, Seward County - Diversion, Sherman County Attorney, Stanton County Attorney, University of Nebraska Extension: Saline County, Valley County Attorney, Washington County Attorney, Wayne County Attorney, Webster County Attorney, York County Attorney | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Diversion programs are programs aimed at diverting low-risk youth with minor law violations from the juvenile system who would otherwise have charges filed or be adjudicated. The county attorney grants diversion for youth after considering the youth’s age, the nature of the offense, the youth’s history and future risk, and the recommendation of the referring agency. When a youth is granted diversion, the diversion officer should tailor a program for the youth based on the youth’s specific needs and areas he/she needs to focus on. If diversion is completed successfully, the youth’s charges are either dismissed or not filed in court. | ||
| Nebraska Department of Health and Human Services Childhood Lead Poisoning Prevention Program Evaluation (Spring 2018): 2018-19 (1308) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2017-18 | Spring | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Youth Programming, Capacity Building, Health Awareness | The purpose of this work plan is to assess NeCLPPPs progress on reducing childhood lead exposures and lead poisoning through enhancement of lead testing, surveillance, population-based interventions, and ensuring lead-exposed children are identified and referred to services; as well as enhanced promotion and lead poisoning prevention strategies. This work plan focuses on the state-level logic model and evaluation plan, process evaluation (activities and implementation), and outcome evaluation. | ||
| Start where the social worker is: Perceptions of clinical licensure in Nebraska:(Spring 2022): 2021-22 (2907) | Health and Wellness | Omni Inventive Care (Formerly Omni Behavioral Health) | Social Work | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 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. | ||||
| Evaluation of Douglas County Assessment and Case Management Services: 2017-18 (1573) | Social Justice | Douglas County Department of Corrections | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | "Nebraska Center for Justice Research will provide the following services, which each comprise a phase of the entire project: Phase I: Develop a needs assessment: - Gather data on the prevalence of risk factors for juvenile justice system involvement Omaha - For risk factors identified as high priority, identify Omahas gaps in performance compared to similar-sized cities and the corresponding impact on justice system involvement and detention Phase II: Develop a situational analysis, utilizing multiple research methods to answer the following questions: 1. What is the nature and extent of each risk factor? 2. Filtering by individuals, groups, and geographic locations, who experiences this risk factor? 3. What is the history of this risk factor in Omaha and what projections are there about its future? 4. What are the primary and secondary causes of this risk factor in Omaha? 5. Are there known causal pathways (a succession of causes)? 6. What is known regarding efforts at addressing this risk factor in Omaha? 7. Why is this risk factor considered a problem? 8. What is the vicarious impact of this risk factor (e.g. indirect effect on surrounding community members)? 9. Who is currently involved in addressing this risk factor in Omaha? Potential data sources include: U.S. Census data Key informant interviews Youth Risk Behavior Surveillance System data Proxy measures co-identified by NCJR and Sherwood Omaha Public Schools data Nebraska Commission on Law Enforcement and Criminal Justice data Other data sources and methods as needed Phase III: Develop a comprehensive investment strategy for The Sherwood Foundation that: - Outlines the outcomes of interest and their relationship to the identified areas of risk - Identifies baseline data to be collected in relation to the ultimate outcomes (even if beyond the direct influence of the strategy) - Clarifies the strategys boundaries while recognizing where the strategy sits in, interacts with, influences, and is influenced by its wider context - Ensures that the strategys outcome chain gives adequate attention to outcomes that are beyond the direct influence of the strategy" | |||
| Vocational and Life Skills Evaluation: 2016-17 (1574) | Social Justice | Nebraska Department of Correctional Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to evaluate the Vocational and Life Skills program for the Nebraska Departnent of Corrections. | |||
| Do Degrees Matter?: (Spring 2022): 2021-22 (2908) | Economic Impact | Nebraska Department of Health and Human Services | Social Work | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 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> | ||||
| Assessment and Research Evaluation YouTurn Social Service Omaha, 3rd year: 2018-19 (1575) | Social Justice | YouTurn Omaha | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2018-19 | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | Assesment of operations | ||||
| Expanding the Knowledge Base about Child Advocacy Centers: 2020-21 (1548) | Social Justice | National Institute of Justice, United States Department of Justice | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2020-21 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "This project aims to conduct a formative evaluation and evaluability assessment of Project Harmony, a large child advocacy center (CAC) in Omaha, Nebraska, currently serving children who are victims of alleged child abuse. Project Harmony is one of the largest CACs in the nation. The ultimate goal is to lay the foundation for future CAC outcome evaluation efforts. Over the past 30 years, child advocacy centers (CAC) have proliferated, with goals to improve coordination of child abuse investigations, reduce distress to children, and increase offender prosecutions. Yet there is little empirical research examining the efficacy of the centers, specifically which components are critical to achieving these outcomes. This project will examine five core services within Project Harmony (PH): (1) Forensic interviewing, (2) Advocacy, (3) Medical care, (4) Mental health services, and (5) Multidisciplinary teams. Despite PH being a large urban child advocacy center that serves as a national model for other CACs, these core services have never been evaluated. The School of Criminology and Criminal Justice at the University of Nebraska-Omaha (UNO) will partner with PH to complete the project. The project utilizes a mixed-method, two-phased research design. In Phase I, a formative evaluation will include secondary data analysis of agency data and key informant surveys, focus groups, and interviews to assess core service operations. Existing protocols will be compared to National Childrens Alliance (NCA) Accreditation Standards to assess gaps. Qualitative content analysis will identify themes in core service operations. Phase II is an evaluability assessment designed to assess readiness for evaluation. The research team will convene a work group of agency stakeholders to review findings from Phase I and conduct qualitative data collection, with the dual purposes of identifying gaps between service goals and operations, and developing a feasible evaluation design that includes evaluation priorities. Data collection tools will build upon the NCAs Standards for Accredited Members and survey instruments developed by the National Institute of Justice (2004). PHs electronic case management system will be used for data collection and reporting. UNO will review evaluation instruments, develop instruments for implementation fidelity, and conduct qualitative analyses of data collected. Validity and reliability are strengthened by partnering with UNO to conduct and analyze findings, comparing results to extant literature, and confirming results with participants. The study will result in clear logic models, updated survey instruments, an implementation guide, fidelity tools, a CAC evaluability plan, reports detailing each phase of the study, and corresponding data sets. Results will be disseminated through conferences and publications in peer-reviewed journals to promote empirical analyses of other CACs. ""Note: This project contains a research and/or development component, as defined in applicable law,"" and complies with Part 200 Uniform Requirements - 2 CFR 200.210(a)(14). CA/NCF" | |||
| Evidence-Based Nebraska (EB-NE): 2016-17 (1547) | Social Justice | Nebraska Crime Commission | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Summer | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | "The purpose of this project was to continue to collaborate on the Juvenile Case Management System (JCMS), a statewide data collection system for programs funded by Nebraska’s Community-based Aid Juvenile Services Fund. Additionaly, assistance was provided for programs and the Nebraska Crime Commission in developing outcome measures, establishing concurrence on definitions, and providing statewide training. " | |||
| I Will Get a Reward, Too: 2021-22 (2909) | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 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> | |||||||
| Bilingual investment models of Dual Language Immersion Program Alumni: (Spring 2022): 2021-22 (2910) | Educational Support | Omaha Public Schools | Teacher Education | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | 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. | ||||
| Replicating or Franchising a STEM Afterschool Program Model: Core Elements of Programmatic Integrity: (Spring 2022): 2021-22 (2911) | Educational Support | Omaha Public Schools | Teacher Education | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This paper described the NE STEM 4U Program and its expanding franchising into other parts of Nebraska and the United States. | ||||
| Minority Health Initiative Project Evaluation: 2016-17 (1550) | Social Justice | East Central District Health Department | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Summer | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | "Statement of Work Minority Health Initiative Project Implement the MHI project evaluation and work plan Ensure appropriate implementation or adaption of Evidence Based Public Health strategies Design/develop project-specific performance measures process and outcome Report quarterly and annual evaluation results Develop project pre/post-tests, surveys, data collection forms or other tools to evaluate project Coordinate MHI data collection activities at the local level Develop a reporting mechanism for collecting community and program level data Analyze community and program level data and present findings to SPONSOR and others as appropriate Participate in at least one initial grant meeting and subsequent meetings as necessary and appropriate" 2015-2019 | |||
| Statistical Assessment of Flight Risk Assessment Tool in General Aviation: (Spring 2022): 2021-22 (2912) | Educational Support | Federal Aviation Administration Safer Skies | Aviation Institute | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Flight Risk Assessment Tools (FRATs) was developed and recommended by the FAA to provide a solution of proactive hazard identification. Operators are expected to decide whether to use the FRAT as published by the FAA or modify it as needed. Currently, most SMS compliant GA operators implemented FRATs of various versions for their own operations. However, the modified FRATs could be inappropriate because the operational features of GA could be very different with different operational purposes. The purpose of this study is to provide an insight into potential approaches to validate the modified FRAT that is used for safety risk assessment in GA operations. | ||||
| Technology for Informal STEM Education: (Spring 2022): 2021-22 (2914) | Educational Support | SAC Museum | Teacher Education | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This publication work is describing mobile app efforts at the Strategic Air and Space Museum, and the Henry Doorly Zoo, and working with teams of high school students and teachers in the process. | ||||
| Omaha Project Safe Neighborhoods Initiative Program Evaluation: 2017-18 (1551) | Social Justice | City of Omaha | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2017-18 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "The City of Omaha will seek to accomplish the following goals as part of the PSN initiative: 1. Reduce violent and gang crime through a holistic crime reduction strategy in targeted high crime areas. 2. Utilize gang intelligence to strengthen enforcement operations and prevent gun and gang violence. 3. Increase federal and state prosecutions of violent armed criminals. 4. Conduct community outreach and support youth mentoring activities. 5. Conduct a proactive analysis and evaluation of PSN program activities." "The University of Nebraska at Omaha Nebraska Center for Justice Research (CJR): The University of Nebraska at Omaha Nebraska Center for Justice Research (CJR) agrees to perform the following tasks along with all other obligations agreed to in a post-award subgrantee agreement with the City of Omaha during the FY2015 PSN Grant period: Use FY2015 PSN Grant funds to conduct an analysis of the local crime problems and actively assist law enforcement to develop a continuous proactive plan for gun crime reduction. CJR will provide a Graduate Research Assistant to the Omaha Police Departments Crime Analysis Unit to work directly with the Gang Unit. The Graduate Research Assistant, under the direction of Dr. Ryan Spohn, Nebraska Center for Justice Research Director, will provide real time analysis of the crime statistics for the Gang Unit to use and tailor operations that are intelligence-led and data-driven. Provide post-operation evaluation to determine if law enforcement operations reduced crime in the target areas. Comply with guidelines, requirements and special conditions of the United States Department of Justice, Office of Justice Programs, Bureau of Justice Assistance applicable to the Project. The CCJR designates Director Ryan Spohn as the Project Point of Contact, accountable for implementing the University of Nebraska Omaha Nebraska Center for Justice Research responsibilities." | |||
| Every Baby's Trans: 2021-22 (2913) | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This is a book-length project that I have begun focusing on gender mandates of male/female and masculine/feminine as they relate to fetuses, babies, and young children in the United States. This project will be submitted for publication in the summer of 2021. I have already begun work with an editor at Lexington Books on a book proposal/prospectus. The research for this book will involved ethnographic and interviewed based research with professionals at U.S. gender clinics in the U.S., medical professionals, and parents of trans-identified or gender non-conforming children. | |||||||
| A Descriptive Analysis of Missing and Murdered Native Women and Children in Nebraska, Barriers to Reporting and Investigation, and Recommendations for Improving Access to Justice: 2020-21 (1553) | Social Justice | National Institute of Justice | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2020-21 | Summer | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "This project proposes a new partnership between the Nebraska Commission on Indian Affairs, which represents the four tribes of Nebraska: Omaha Tribe, Ponca Tribe, Santee Sioux Tribe, and Winnebago Tribe, as well as other Native persons living on and off tribal lands in Nebraska, and the researchers at the University of Nebraska, Omaha. The research team will conduct a pilot study involving the collection of preliminary data and secondary data analysis on the topics of murdered and/or missing Native women and children. Specifically, the proposed collaboration will include secondary analysis of quantitative data (e.g., law enforcement data [LE], data from the Nebraskas Missing Persons Database, the Center for Missing and Exploited Children, the Childrens Bureau) as well as collection and analysis of qualitative data from key informants (e.g., tribal leaders and community members; state, local, and tribal LE; tribal and non-tribal victim service providers) to: (1) identify the scope and context of missing American Indian and Alaska Native (AI/AN) women and children in Nebraska, (2) identify the scope and context of murdered AI/AN women and children in Nebraska, (3) identify both challenges and promising practices regarding reporting and investigating missing and/or murdered Native American women and children in Nebraska, and (4) generate data-driven recommendations for developing and strengthening partnerships to increase opportunities for justice and support for Nebraskas Native women, children, and families. In addition to delivering important, actionable information to Nebraskas tribal communities, tribal and non-tribal LE, victim service providers, court systems, and legislators, the proposed collaboration will also provide a replicable model for other states to complete their own comparable research to improve responses for what is perceived as a significant public health problem. ""Note: This project contains a research and/or development component, as defined in applicable law,"" and complies with Part 200 Uniform Requirements - 2 CFR 200.210(a)(14). CA/NCF" | |||
| NIH Youth Enjoy Science: 2021-22 (2915) | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | "CONTEMPORARY NATIVE AMERICAN ISSUES I serve as the PI and we are investigating the Urban Indian community level of readiness to address the issue of cancer. This study will employ the Community Readiness Model. " | |||||||
| Correctional Officer Stress: 2018-19 (1556) | Social Justice | United States Department of Justice | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2018-19 | Fall | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | Steiner and Schwartz will be measuring stress among corrections officers currently working at three prisons in Minnesota by collecting a combination of personal perceptions as well as biological markers of stress. This information will be used to examine the potential connection between prolonged exposure to stressful experiences and the development of both physical and mental health problems. | |||
| Detention Utilization in Lancaster County Study: 2017-18 (1557) | Social Justice | Nebraska Administrative Office of Probation | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this study was to work in conjunction with the Nebraska Juvenile Detention Alternatives Initiative to examine the utilization of juvenile detention in Lancaster County. | |||
| Evaluation of Omaha Police Athletic for Community Engagement: 2019-20 (1559) | Social Justice | Police Athletics for Community Engagement | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2019-20 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project was to provide an evaluation of Omaha Police Athletic for Community Engagement (PACE). | |||
| Organizational Participation in Open Source Communities: (Spring 2022): 2021-22 (2916) | Educational Support | National Science Foundation | Information Systems and Quantitative Analysis | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This NSF-funded research investigates the many facets or organizational participation with open source communities. | ||||
| Douglas County Evaluation: 2017-18 (1558) | Social Justice | Douglas County Department of Corrections | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2017-18 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Professors Benjamin Steiner and Emily Wright, along with Nebraska Center for Justice Research Director Ryan Spohn, recently entered into an agreement with Douglas County to assist with the design and evaluation of assessment and case management services being implemented at the Douglas County Detention Center. The new screening assessment will focus on identifying the risk and criminogenic needs of individuals booked into the detention center, while the case management services will provide individuals with ongoing reentry case management and referrals to services offered in the detention center and the community that are designed to address the needs identified by the assessment. The ultimate goal of the project is to reduce the rate of recidivism among individuals placed in the detention center. | |||
| Information Technology Strategies of a Ten Community College Consortium: 2021-22 (2917) | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This publication effort will describe the information technology education activities of the Midwest Center for Information Technology. It has been accepted for the handbook of STEM Education. | |||||||
| Legal Aid of Nebraska Evaluation: 2017-18 (1564) | Social Justice | Legal Aid of Nebraska | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The Juvenile Justice Institute will work collaboratively with Legal Aid of Nebraska to empirically examine the impact of civil legal services, mentoring, and reentry planning provided by the Juvenile Reentry Project to youth who are reentering the community after an out-of-home placement. JJI will collaborate with Legal Aid on all elements of conducting, assigning, recruiting, researching, and sharing the evaluation goals and objectives. The initiative currently provides civil legal services to youth, however, JJI will work with the program to randomly assign mentors to youth legal aid works with. The outcomes of youth assigned a mentor will be tested to examine whether youth with mentors have improved outcomes as compared to youth who did not receive a mentor. | |||
| NE DHHS GA: 2016-17 (1566) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | Fall | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | This project allowed for a doctoral research fellow to engage in data driven analysis in support of the Nebraska Department of Health and Human Services. | |||
| The impact of Covid 19 on seniors’ mental health: 2021-22 (2918) | International Service | South Cowichan Seniors Program | Social Work | Engaged Research | None | None | Spring | 2021-22 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Other | South Cowichan Seniors (SCS) is comprised of a group dedicated volunteers committed to improving the lives of seniors in the South Cowichan area. Prior to the COVID-19 pandemic, the SCS program provided the elderly with social support and an opportunity to build meaningful relationships. A healthy luncheon was provided by SCS in the Cobble Hill Hall on the second and fourth Mondays of each month to approximately 200 participants from 20 staff. Subsequent to the pandemic social gatherings were restricted, the SCS group provides meals via a takeout service. COVID-19 has decreased the number of meaningful interactions seniors are able to participate in, reduced social interactions as participants are no longer able to dine together. An understanding of the social networks of seniors, stress throughout the pandemic and social isolation all warrant attention and action. It is therefore important to understand this populations needs, effects of COVID-19 on seniors’ mental health as well as innovative ways to increase social connectedness. A quantitative survey of seniors participating in the luncheon program will be conducted to garner an understanding of the impact of the luncheon program on stress during the pandemic as well as senior’s mental health and wellness throughout the pandemic. | ||
| Drug Use Behaviors: A Needs Assessment of Treatment Providers: 2018-19 (1571) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2018-19 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this needs assessment is to assess the capacity of statewide systems in Nebraska to respond to a surge or cluster of intentional, unintentional, and unknown drug overdoses, especially in high-burden areas and with a focus on opioids. This needs assessment is to inform the Prescription Drug Overdose Prevention Program in their work to strengthen incident management for crisis response, and ultimately to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. ABSTRACT: The goal of this needs assessment is to better understand individuals’ drug-use behaviors in Nebraska through the lens of treatment providers. The results of this study will aid the Drug Overdose Prevention (DOP) program in providing training and other resources to treatment centers, focusing prevention efforts, and informing the statewide crisis response plan and future studies. Ultimately, this study will support DOP’s efforts to reduce opioid-involved fatal and non-fatal overdoses in Nebraska. | |||
| Procedural Justice in Diversion: 2017-18 (1572) | Social Justice | American Psychology Association | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Spring | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to look at procedural justice and it's place in diversion program. | |||
| NDCS Doctoral Research Fellowship: 2016-17 (1552) | Social Justice | Nebraska Department of Correctional Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | Fall | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | This project allowed for a doctoral research fellow to engage in data driven analysis in support of the Nebraska Department of Correctional Services. 2015-2018 | |||
| Sarpy County Juvenile Detention Alternatives (JDAI): 2016-17 (1546) | Social Justice | Sarpy County | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | Summer | None | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to assist JDAI representatives in collecting reliable data and creating accurate pictorial representations of juvenile admissions to the Sarpy County Staff Secure facility. 2014-2016 | |||
| Reentry Service Program Evaluation for DCDC: (Spring 2022): 2021-22 (2952) | Social Justice | Douglas County Department of Corrections | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The proposed project is designed to examine the activities of the Reentry Services Program (e.g., what reentry services are provided?) process-related factors as well as whether the reentry activities are related to continued criminal behavior (recidivism and/or misconducts within the jail) outcomes of the program. DCDC will use the findings of the evaluation to 1) aide in sustaining, refining, and enhancing effective reentry practices, and 2) inform system change efforts to strengthen and expand reentry services and therapeutic community concept.<br><br>In order to address the goals of the solicitation, the proposed project will conduct a process and outcome evaluation of the Reentry Services Program at DCDC.<br><br>Regarding the processes of the Reentry Services Program, we will examine:<br>The number and type of reentry services that are provided at each therapeutic community (TC) within DCDC;<br>The perceptions of inmates who received reentry services while at DCDC regarding: a) the reentry services they received, b) their satisfaction with the service(s), and c) their recommendations for improvement;<br>Reentry specialists perspectives on: a) the services most often used by inmates, b) their preferred services, c) the services that are needed but unavailable at DCDC, d) the barriers to providing reentry services, and e) the strengths of the Reentry Services Program.<br><br>Regarding the outcomes of the Reentry Services Program, the proposed project will examine:<br>The needs evidenced in the DCDC jail population (i.e., mental health, substance use, housing instability, etc.) and whether they are predictive of recidivism and jail misconducts we term the needs that are associated with continued criminal behavior as criminogenic needs, and will identify the criminogenic needs that should be prioritized in treatment at DCDC;<br>The reentry service activities that reduce inmate recidivism and jail misconducts;<br>The therapeutic communities that reduce inmate recidivism and jail misconducts. | ||||
| VLS Evaluation 2020-22: (Spring 2022): 2021-22 (2953) | Economic Impact | Nebraska Department of Correctional Services | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | NCJR will provide the following services for the purposes of evaluating the Vocational and Life Skills initiative (VLS):<br>Develop and coordinate evaluation plans and processes<br>Oversee an evaluation of the effectiveness of sub-grant recipient programs<br>Provide training to NDCS and grantees on evidence-based programs, performance measures and outcomes, data collection procedures, and other topics as appropriate<br>Visit program sites at beginning of grant cycle and as needed for data coordination<br>Provide data system administration to track legislatively required information:<br>Number of individuals receiving programming (categorized by inmate, parolee, or felony probationer discharged from supervision within the last 18 months)<br>Number of individuals served by program type<br>Cost per individual for each program, service or training provided<br>Number of individuals successfully completing programming<br>Total funds allocated and total funds spent<br>Identify other data points to track to assist in program evaluation and accountability<br>Collect program data on a schedule approved by NDCS<br>Administer participant and staff surveys as necessary to comply with evaluation plan/s<br>Conduct participant interviews as necessary to comply with evaluation plan/s<br>Track recidivism and employment among participants and assess the potential to compare this data to a control sample of non-participants<br>Provide monthly participants served across programs to NDCS<br>Provide quarterly evaluation update reports to NDCS<br>Produce yearly report of evaluation activities and results from data analysis<br>Other evaluation-related activities as identified | ||||
| Evidence based Nebraska - Diversion (Truancy): 2020-21 (1443) | Social Justice | Cheyenne County Attorney, Deuel County Attorney, Kimball County Attorney | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Diversion programs are programs aimed at diverting low-risk youth with minor law violations from the juvenile system who would otherwise have charges filed or be adjudicated. The county attorney grants diversion for youth after considering the youth’s age, the nature of the offense, the youth’s history and future risk, and the recommendation of the referring agency. When a youth is granted diversion, the diversion officer should tailor a program for the youth based on the youth’s specific needs and areas he/she needs to focus on. If diversion is completed successfully, the youth’s charges are either dismissed or not filed in court. | |||
| Co-Located Supportive Services to Reduce Recidivism in Batterer Intervention: 2019-20 (1554) | Social Justice | University of Maryland | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2019-20 | Fall | 2020-21 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to examine the effects of implementing targeted supports for the reduction of repeated behaviors for batterers. Co-Located Supportive Services to Reduce Recidivism in Batterer Intervention, U.S. Department of Justice, Office of Victims of Crime (OVC) Research and Evaluation, Universities, 11/01/2019 - 10/31/2020 | |||
| Put it in your Toolbox”: How Vocational Reentry Programs Support Formerly Incarcerated Persons through Desistance: (Spring 2022): 2021-22 (2954) | Economic Impact | Nebraska Crime Commission | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | This study utilized life story interviews with 21 formerly incarcerated individuals to examine the role vocational reentry programming played in the desistance process. A thematic analysis revealed that programming assisted individuals who were either open to lifestyle changes or committed to pro-social lifestyle improvements prior to beginning programming. Findings also revealed participants committed to desistance isolated themselves from anti-social peers, found social support through the programs, overcame employment barriers through programming, and held resilient and optimistic attitudes in changing their identities and behavioral trajectories. We conclude with a discussion on how the findings can inform desistance theory and reentry policy. | ||||
| The Impact of After-School and Family Strengthening Programs on Student Outcomes: (Spring 2022): 2021-22 (2955) | Educational Support | Completely Kids | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | The Impact of After-School and Family Strengthening Programs on Student Outcomes: The Completely KIDS Liberty Project. 2015 | ||||
| Completely KIDS Evaluations: 2016-17 (1555) | Social Justice | Completely Kids | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this study was to provide an evaluation of Completely Kids. 2015-2016 | ||||
| Colorado’s Legalization of Medicinal Marijuana: The Effects on Nebraska’s Law Enforcement and Local Jail System. 2015. For the Nebraska Legislature. With Jared Ellison: (Spring 2022): 2021-22 (2956) | Social Justice | Nebraska Legislature | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Colorado’s Legalization of Medicinal Marijuana: The Effects on Nebraska’s Law Enforcement and Local Jail System. 2015. For the Nebraska Legislature. With Jared Ellison. | ||||
| Juvenile Justice Alternatives to Detention Evaluation: 2016-17 (1562) | Social Justice | Sherwood Foundation | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2016-17 | Spring | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to evaluate the Juvenile Justice Alternatives to Detention program. | |||
| Nebraska Humanities Grant Application Support | Engaged Research | Other | None | Spring | 2016-17 | None | 1 | 0 | 0 | 0 | 0 | 0 | None | |||||||
| 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. | ||
| Live Well Omaha UNO Doctoral Student Intern: 2017-18 (1131) | Educational Support, Health and Wellness | The Wellbeing Partners | Public Administration | Engaged Research | Student research | None | Fall | 2017-18 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Other | Collective Impact | From 2017 to 2019, UNO doctoral candidate in the CPACS Public Administration interned with Live Well Omaha Kids. The doctoral student created a collective impact measurement strategy and created an organizational theory of change. Live Well Omaha has also done contract work with this student post-graduation. | |
| Medicolegal Death Investigation: 2020-21 (1565) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2020-21 | Fall | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | "The School of Criminology and Criminal Justice proudly presents a series of workshops for criminal justice professionals that explore opportunities for criminal justice reforms. The overarching theme of these workshops centers on changes that generate system improvements. Each workshop has been specifically designed with emphasis on the importance of a healthy agency and organizational culture driven by excellence in policy development, carefully crafted training, and inspired leadership. Each workshop explores how agencies can perform successfully by both engaging advancements within the field and also by embracing certain external pressures for process changes. Panelists will engage the audience in discussions surrounding leadership and how core criminal justice practices can generate significant improvements in agency performance. Transformational leaders make little distinction between externally driven change and reforms that arise from within their agency; leaders lead by embracing the change and focusing on outcomes." | |||
| Kazanjian Web Project: 2016-17 (1800) | Economic Impact, Educational Support | The Calvin K. Kazanjian Economics Foundation | Economics | Engaged Research | Faculty Research | None | Summer | 2016-17 | Summer | 2016-17 | 0 | 0 | 0 | 0 | 0 | 0 | Global Engagement, Education, Economic Sufficiency Awareness | For this project, Jamie Wagner provided economics and personal finance lessons. | ||
| Nebraska Violent Death Reporting System (NeVDRS) Support: 2020-21 (1568) | Social Justice | Nebraska Department of Health and Human Services | Criminology and Criminal Justice | Engaged Research | None | None | Fall | 2020-21 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to perform outreach to county attorneys, local law enforcement, and statewide law enforcement agencies pertaining to NeVDRS, SUDORS and ODMAP data provider recruitment, system use and abilities. | |||
| Hixson-Lied Faculty Research and Creativity Grant: 2018-19 (2395) | Arts, Culture and Humanities, Educational Support | University of Nebraska - Lincoln | Music | Engaged Research | Faculty Research | None | Spring | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Music/Dance | For this project Stacie Haneline particpated in a recording with Dr. Jamie Reimer and two faculty members of UNL to record the music of composer Robert Owens. | ||
| NE Juvenile Risk and Needs Assessment (Lancaster County): 2020-21 (1567) | Social Justice | Lancaster County | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2020-21 | Summer | 2021-22 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to provide a risk and needs assessment for the juvenile population of Lancaster County. | |||
| Evaluation of the Omaha Police Department (OPD) Web-based Gang Database Project: 2018-19 (1569) | Social Justice | City of Omaha | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Spring | 2018-19 | Summer | 2018-19 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project is to evaluate the web-based gang database housed with the Omaha Police Department (OPD). | |||
| Douglas County Operation Youth Success Evaluation: 2016-17 (1570) | Social Justice | TerraLuna Collaborative | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | In the summer of 2014, a subset of leaders and stakeholders in Douglas County initiated a collective impact project to reform the county’s juvenile justice system. Since the first meeting of that group, a number of additional stakeholders have been incorporated into this initiative, which is now known as “Operation Youth Success.” Operation Youth Success, or OYS, has been engaged since that time in an effort to create system change producing a more effective, efficient, and compassionate justice system that better serves the families and youth who are the users of this system. This report will review the activities and progress of OYS through May of 2016. | ||||
| VRP & CBI Recidivism Reduction: 2021-22 (3012) | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | NBOP/DPS propose to create a violence-reduction (VRP) aftercare program and CBI groups which maintain an open group structure to effectively reduce the recidivism rate of high-risk parole clients, particularly those who have been identified as likely to reoffend violently as well as those who have failed on community supervision previously. This project will result in the development and implementation of VRP Aftercare and CBI Open Groups; deliverables for this project will include a complete program curriculum and structure documentation for each program, action plan for implementation, and both a midterm and final report assessing the effectiveness of both groups. Funding will be expended on the following program design elements: creation of curriculum and group materials, documents related to group implementation to allow for creation of a standardized model, training of staff (clinicians across Nebraska), and formal evaluation of both groups using propensity-score matching or other appropriate quasi-experimental methodology. Mandatory program components for this project include the creation of each group as well as the evaluation which will produce both formative and summative program assessments. These groups are intended to serve approximately 50 clients through the VRP Aftercare and approximately 150-200 clients in the CBI Open Groups over the duration of the grant period (in the 30-month implementation phase). Baseline recidivism data indicate that 50.0% of parole clients who completed the evidence-based VRP program while in a Nebraska prison facility will return to prison on a parole revocation due to new laws violations or technical violations. With respect to the full parole population, 27.1% have been identified as recidivating; recidivism is defined here as revocation of parole due to new law or technical violations or readmission to a Nebraska prison facility. Currently, NBOP/DPS utilize the Ohio Risk Assessment System (ORAS) to identify risk and needs for clients on community supervision; this tool will be employed to target the highest-risk parole violators for CBI Open Groups. In conjunction with this risk assessment tool, NBOP/DPS will utilize the decision-making guidelines to identify participants who have completed the facility-based VRP program for VRP Aftercare groups. | |||||||
| Evidence based Nebraska - School-based - Alternative School: 2020-21 (1402) | Social Justice | Alliance Alternative High School, Alliance Public Schools, Juvenile Case Management System, Nebraska Writers Collective, Platte County Juvenile Services, Saunders County Youth Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | School-based programs help provide educational support, training and/or supervision for youth where academic and/or behavioral problems originated in the school setting. There are four types of school-based programs: After School, Alternative School, School Interventionist, and School Resource Officers. Alternative Schools focus on youth who have been expelled or suspended form their home school system to provide academic enrichment to the youth. This helps youth earn credits while waiting to return to school so they don’t fall behind in school work, grades, and can graduate in a timely manner. | |||
| Traumatic Brain Injury Screening: 2021-22 (3013) | Engaged Research | None | None | Spring | 2021-22 | None | 0 | 0 | 0 | 0 | 0 | 0 | Traumatic Brain Injury Screening: Differences between Youth with and without Juvenile Justice System Involvement in Nebraska. 2015. For the Nebraska Office of Vocational Rehabilitation at the NE Dept. of Educ. With Jeff Chambers | |||||||
| Nebraska Department of Health and Human Services Minority Health Initiative Data Analysis (Fall 2017): 2017-18 | Health and Wellness, International Service | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2017-18 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Inter/Trans-culture, Health Awareness | |||
| Evidence based Nebraska - Mental Health - Assessment: 2020-21 (1390) | Social Justice | Project harmony | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mental Health programs work with youth to promote the youth’s recognition of their abilities and help identify coping skills to assist with promoting mental health well-being. Assessment programs use brief processes to identify immediate mental health and/or behavioral risks and needs. | ||
| Evidence based Nebraska - School-based - After-school: 2021-22 (1401) | Social Justice | Blue Valley Community Action, Inc, Boys and Girls Club of Lincoln, Juvenile Case Management System, YWCA Adams County | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2021-22 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | School-based programs help provide educational support, training and/or supervision for youth where academic and/or behavioral problems originated in the school setting. There are four types of school-based programs: After School, Alternative School, School Interventionist, and School Resource Officers. After-school programs provide activities during the summer and after-school time frames to give youth a place to be engaged in constructive activity in order to reduce juvenile crime. This can include tutoring services or other educational support for youth. | ||
| Childrens Scholarship Fund of Omaha Program Evaluation (Fall 2017): 2017-18 (1284) | Economic Impact, Educational Support, Social Justice | Childrens Scholarship Fund of Omaha | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2017-18 | Fall | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Youth Programming, Capacity Building, Social Justice Awareness, Other | Parental Engagement | STEPs will collaborate with CSF to revise the parent survey, and analyze its findings and report the results to CSF. STEPs will also prepare a longitudinal research design to study CSF's impact on its alumni over the long term based on reviewing the Standard study on alumni and discussion with CSF. | |
| Measuring Collective Impact in the Nebraska Connected Youth Initiatives: 2016-17 (1549) | Social Justice | Nebraska Children and Families Foundation | Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Summer | 2016-17 | Spring | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | The purpose of this project was to measure the strength and characteristics of Connected Youth Initiatives using a Collective Impact survey tool. | |||
| Lutheran Family Services of Nebraska RSafe Program Evaluation (Fall 2018): 2018-19 (1299) | Educational Support, Health and Wellness, Social Justice | Lutheran Family Services of Nebraska | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2018-19 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Health Awareness, Domestic and Sexual Violence | Lutheran Family Services requests STEPs to provide evaluation services for their RSET/RSafe program. STEPs will provide treatment fidelity services including a logic model, retrospective data analysis, training alumni survey, and a focus group of current participants. | ||
| Evidence based Nebraska - System Improvement: 2020-21 (1404) | Social Justice | Buffalo County Community Partners, City of South Sioux City, Community Connections, Douglas County Administration, Four County Juvenile Services, Gage County MAPS Community Coalition, Holt County Juvenile Services, Juvenile Case Management System, Lancaster County Human Services, Panhandle Partnership, Platte County Juvenile Services, Seward High School, Seward Public Schools, YWCA Adams County, YWCA Lincoln | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | System Improvement programs don’t generally work directly with youth, but rather support the programs, agencies and initiatives that do the direct work. This includes, but is not limited to, grant writers, coordinators, evaluators, training/quality improvement programs, and data collection. System Improvement also included backbone support organizations, which are organizations or agencies that serve as the backbone for the entire initiative, coordinating participating organizations and agencies, facilitating technology and communications support, logistical and administrative details, and data collection and reporting. | ||
| Evidence based Nebraska - Promotion/Prevention - Lifeskills: 2019-20 (1399) | Social Justice | Horizon Recovery, Lutheran Family Services of Nebraska, Fremont | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Promotion/Prevention programs use methods or activities to reduce or deter specific problem behaviors such as bullying, gang involvement or substance abuse; or to promote positive behaviors and outcomes. Promotion/Prevention programs that aim for promoting positive behaviors can focus on employment skills, life skills, or be pro-social activities which are designed to encourage youth to behave in ways that benefit others. Life skill programs provide education to enhance independence and the performance of daily activities by focusing primarily on the skills needed to ensure the youth’s biological, physiological, and safety needs. | ||
| Evidence based Nebraska - Family Support - Advocacy: 2020-21 (1385) | Social Justice | Heartland Family Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Family Support Programs are community-based services that help to promote the well-being of children and families as well as increase the strength and stability of families. The services can be for youth and/or parents, and can occur within the home or at community locations. There are 4 sub-types of family support programs: Parenting Class, Advocacy, Social Workers, and Family Support. Advocacy Programs help guide youth and/or their families through the juvenile justice system, explaining the process and importance of each hearing, outcome, or decision. Advocates may meet with youth and families at their home prior to court appearances to discuss the purpose of the hearing or what the consequences of not appearing in court may be. Advocates can also accompany youth and families to the proceedings. | ||
| WhyArts Consulting (Fall 2020): 2020-21 (1344) | Educational Support | WhyArts | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2020-21 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Capacity Building | |||
| Nebraska Families Collaborative Adoption Program Evaluation (Spring 2017): 2016-17 (2352) | Economic Impact | Child Saving Institute, Lutheran Family Services of Nebraska, Nebraska Childrens Home Society, Nebraska Collaborative Center | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2016-17 | Summer | 2016-17 | 0 | 1 | 0 | 108 | 0 | 0 | The purpose of this project is to evaluate the new Nebraska Adoption Project of Nebraska Families Collaborative. Collaborating partners include Lutheran Family Service, Nebraska Children's Home Society, and Child Saving Institute. The Nebraska Adoption Project is designed to improve permanency outcomes for children/youth in the Eastern Service Area child welfare system who are considered "hardest to place" (see logic model). Process evaluation components will determine if services were delivered as intended and adhered to the program models (fidelity), and provides a cost-benefit analysis of the program. The outcome evaluation components will determine the outcomes for the youth in foster care. An experimental research design with random assignment will be utilized. Qualitative research will be used to capture rich data for process evaluation purposes. The sample available for this evaluation is anticipated to be 108 youth, with 72 youth in the Treatment group (Nebraska Adoption Project), and 36 youth in the Treatment As Usual (Wendy's Wonderful Kids) group. | |||
| Omaha Girls Rock Literature Review and Logic Model (Spring 2018): 2017-18 (2351) | Educational Support | Omaha Girls Rock | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2017-18 | Spring | 2017-18 | 0 | 0 | 0 | 0 | 0 | 0 | STEPs proposes to partner with Girls Rock to conduct an evaluation of the short-term impact of Girls Rock programming following the preparation of a literature review and logic model, and enhancement of Girls Rock's survey through the incorporation of a valid and reliable measurement tool. STEPs will then clean and analyze data from quantitative surveys conducted by Girls Rock, and conduct and analyze results of four focus groups in order to gain rich, unique perspectives on the short-term impact of Girls Rock. | |||
| Inclusive Communities Program Evaluation (Fall 2022): 2021-22 (2741) | Social Justice | Inclusive Communities | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2021-22 | Fall | 2022-23 | 0 | 0 | 0 | 0 | 0 | 0 | We have a current contract with STEPS in which they provide data management and processing for our program evaluations including our ACTion Services, IncluCity and Omaha Table Talks. As of the Fall of 2022, STEPs has 11 faculty affiliates/leads and involves students in the program evaluation. | |||
| Evidence based Nebraska - Truancy: 2019-20 (1405) | Social Justice | Boyd County Attorney, Buffalo County Attorney, Butler County - Attendance Support Program, Cass County Attorney, Central Mediation Center - Sherman County, Central Nebraska Youth Services, Dodge County Attorney, Greater Omaha Attendance and Learning Services, Holt County Attorney, Jefferson County Attorney, Lancaster County Human Services, Latino Center of the Midlands, Madison County Attorney, Otoe County Attorney, Platte Valley Diversion Program, Sarpy County Juvenile Justice Center, Saunders County Attorney, Schuyler Community Schools, Seward County Justice Center: Attendance Support Program, Striving Towards Attendance Realizing Success, Thayer County Attorney, Urban League of Nebraska, York County Attorney | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Truancy programs focus on youth with unauthorized absences in order to prevent system involvement. Programs can become involved with youth at different stages of absenteeism, with schools referring youth who have 5-10 unexcused absences up to the county attorney’s officer referring youth to the program when their level of absences requires legal intervention. Truancy programs can also be part of diversion. | ||
| Metropolitan Community College Program Evaluation (Fall 2016): 2016-17 (1293) | Economic Impact, Educational Support | Metropolitan Community College (MCC) | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce, Youth Programming, Capacity Building | STEPs will begin a comprehensive evaluation of the Metropolitan Community College (MCC) Express program. In this first six-month period, we will complete a literature review and an analysis of their existing data. We will work on multiple projects to complete a process evaluation and lay out an outcome evaluation plan. In addition, we will prepare a brief environmental scan to help them make evidence-informed decisions about program expansion. MCC Express is a community-based initiative to provide educational programming, services and support focused on workforce and college readiness. The mission of STEPs is to provide participation, utilization-focused evaluation of programs serving children, youth, and families in poverty | ||
| Nebraska Department of Health and Human Services Family Finding Statewide Evaluation (Spring 2018): 2017-18 (511) | Economic Impact, Educational Support, Social Justice | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2017-18 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Youth Programming, Capacity Building, Social Justice Awareness | The goal of this evaluation plan (statement of work) is to provide an independent evaluation of the effectiveness and fiscal impact of the family finding statewide pilot as stipulated in Legislative Bill 243 (Section 8). This evaluation will be conducted by the Support and Training for the Evaluation of Programs (STEPs) program at the University of Nebraska at Omaha. It will be led by Jeanette Harder, PhD, and Pamela Ashley, M.Ed. The goals of the family finding statewide pilot as stipulated in LB 243 are as follows: 1. Promote kinship care and lifelong connections through the process of family finding. Family finding is the process of engagement, searching, preparation, planning, decision-making, lifetime network creation, healing, and permanency (Sections 1-3). a. Search for and identify family members and engage them in planning and decision-making. b. Gain commitments from family members to support a child through nurturing relationships c. Achieve a safe, permanent legal home or lifelong connection for the child, either through reunification or through permanent placement through legal guardianship or adoption. 2. Prevent recurrence of abuse, neglect, exploitation, or other maltreatment of children. 3. Reduce the length of time children spend in foster care. 4. Reduce multiple placements of children in foster care. | ||
| Evidence based Nebraska - Crisis Response: 2020-21 (1379) | Social Justice | CEDARS Home for Children, Heartland Family Services | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Crisis Response programs are made up of teams of individuals trained to intervene in cases where youth’s health or safety is threatened, resolve serious conflicts between parent/guardians and the youth regarding the youth’s conduct or disregard for authority, or runaway behavior. Law enforcement notifies Crisis Response teams when they are called to a location where there is a situation as mentioned above, and the staff/team works with the youth and their family/those involved in the situation to come to a solution the make sure the youth and others are safe. The solution can include creating a safety plan with the youth and family, services being provided to the youth and family to keep the youth at home, and/or the youth being places outside of the home. The Crisis Response staff/team can also recommend services within the community to address the needs of the youth/family as part of the resolution process, and follow-up with the family if needed. Crisis Respite falls under Crisis Response programs, and is a temporary placement for a youth outside of the home to provide relief for parents or caregivers. This is not an extended placement. | ||
| Community Action Partnership of Lancaster and Saunders Counties Needs Assessment (Spring 2020): 2019-20 (1313) | Educational Support | Community Action Partnership of Lancaster and Saunders Counties | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2019-20 | Summer | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Youth Programming, Capacity Building | The purpose of this work plan is to complete a community assessment for Community Action Partnership of Lancaster and Saunders Counties consistent with the requirements specified by Community Action funders Community Services Block Grant (CSBG) and Head Start to determine the current needs, strengths, and assets of the Community Action service area. In addition to meeting the timelines and criteria established by the funding sources, the results of this study will guide Head Starts strategic and tactical planning processes and Community Actions strategic plan. | ||
| Evidence based Nebraska - Promotion/Prevention - Gang: 2020-21 (1397) | Social Justice | Platte County Juvenile Services, YouTurn Omaha | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Promotion/Prevention programs use methods or activities to reduce or deter specific problem behaviors such as bullying, gang involvement or substance abuse; or to promote positive behaviors and outcomes. Gang programs aimed at reducing the number of serious, violent, and chronic juvenile offenders from gang related activities | ||
| Evidence based Nebraska - Mentoring - Youth Initiated: 2020-21 (1395) | Social Justice | Midlands Mentoring Partnership | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mentoring programs match a young person (mentee) with a more experienced person who is working in a non-professional capacity (mentor) to help provide support and guidance to the mentee in one or more areas of the mentee’s development. There are 4 types of Mentoring programs: Community, Juvenile Justice, School, and Youth Initiated. Youth Initiated Mentors are mentors that are identified by the youth as someone who is already a support or mentor for the youth. The program then helps to make sure the match is safe and supportive for the youth and to help develop natural mentors for more sustainable matches. The goal of this mentoring relationship is to help youth identify and sustain a healthy support system. | ||
| Nebraska Department of Health and Human Services Drug Overdose Prevention Program (Summer 2020): 2019-20 (1317) | Educational Support, Health and Wellness | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Summer | 2019-20 | Fall | 2019-20 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Capacity Building, Grief, Health Awareness | Crisis Support | The purpose of this work plan is to assess the capacity, needs, and current policy/procedures of coroners and related professionals in Nebraska in determining the cause of death in regards to drug overdoses. The results of this study will aid the Drug Overdose Prevention (DOP) program and Injury Surveillance in providing training and other resources to coroners, helping family members who have lost a loved one, focusing prevention efforts, informing the statewide crisis response plan, and serving as a baseline for future studies and grants. Ultimately, the DOP wishes to reduce opioid involved fatal and non-fatal overdoses in Nebraska. | |
| Evidence based Nebraska - Assessment - Referral Services: 2020-21 (1453) | Social Justice | Boys Town, CEDARS Home for Children, Changes Counseling Services LLC, Community Based Services, KVC Nebraska, Omni Inventive Care (Formerly Omni Behavioral Health), Owens Educational Services: Omaha | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Assessment programs are a Direct Service program - a program that meets with a youth a few times to conduct a singular service, in this case, to evaluate the youth to identify mental health and/or behavioral risks and needs. Referral Services are agencies that help youth and families find services within their communities based on their assessed needs. | ||
| Better Together Evaluation Heartland Family Services (Fall 2016): 2016-17 (619) | Educational Support, Health and Wellness | Heartland Family Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Spring | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Mental Health, Substance Abuse, Youth Programming, Capacity Building, Health Awareness | The purpose of this project is to evaluate the new Better Together program of Heartland Family Service. Collaborating partners include Nebraska Families Collaborative and Douglas County Housing. Better Together is designed to assist child welfare-referred parents who are struggling with substance abuse issues, and their children (see logic model). Process evaluation components determine if services were delivered as intended, how multiple stakeholders worked together to deliver the services, client satisfaction, and to provide a cost-benefit analysis of the program. The outcome evaluation components will determine the outcomes for the families, parents, and children. A nonequivalent quasiexperimental time series research design with follow-up will be utilized with standardized measurement tools. Qualitative research will be utilized to capture rich data for both process and outcome evaluation purposes. Focus groups and semi-structured interviews will be conducted with Better Together parents. The sample available for the second year's outcome evaluation is anticipated to be 25 families in the experimental group (Better Together) and 25 families in the Treatment As Usual (TAU) group. | ||
| Evidence based Nebraska - Assessment: 2020-21 (1370) | Social Justice | Child Saving Institute, Douglas County Juvenile Assessment Center, Family Skill Building Services, LLC, Juvenile Case Management System, Platteview High School, Winnebago Youth Crisis Intervention Center | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Assessment programs are a Direct Service program - a program that meets with a youth a few times to conduct a singular service, in this case, to evaluate the youth to identify mental health and/or behavioral risks and needs. Programs may use any number of different assessment tools to assess the risks and needs of the youth and provide recommendations for services for prevention and intervention. Under Assessment programs are also Assessment Centers, which are a location where staff can meet with youth to complete the evaluations, and Referral Services, which are agencies that help youth and families find services within their communities based on their assessed needs. | ||
| Avenue Scholars Foundation Extended Evaluation (Fall 2016): 2016-17 (515) | Educational Support | Avenue Scholars Foundation | Social Work, Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Youth Programming, Capacity Building | In Years 3 and 4 of our evaluation of the Avenue Scholars Foundation, we will perform both quantitative and qualitative projects to evaluate their high school, college, and career services. Some projects will be submitted for publication and presentation at professional conferences and, therefore, we will seek IRB approval. Other projects, however, will only be completed for purposes of informing Avenue Scholars' services. | ||
| Evidence based Nebraska - Mentoring - School-based: 2020-21 (1394) | Social Justice | Centennial Public Elementary School, Centennial School District, Centennial Public Junior Senior High School, Centennial School District, Juvenile Case Management System, Platte County Juvenile Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Mentoring programs match a young person (mentee) with a more experienced person who is working in a non-professional capacity (mentor) to help provide support and guidance to the mentee in one or more areas of the mentee’s development. There are 4 types of Mentoring programs: Community, Juvenile Justice, School, and Youth Initiated. School-based mentors meet with youth on school premises to focus on school-related issues. The goal of this relationship is to improve youth attendance, grades, and attitudes toward school so that the youth is more likely to graduate. | ||
| Nebraska Department of Health and Human Services Title IV-E Educational Stipend Evaluation (Fall 2017): 2017-18 (96) | Economic Impact, Educational Support, Social Justice | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2017-18 | Summer | 2017-18 | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Youth Programming, Capacity Building, Social Justice Awareness | A social work degree is traditionally required for child welfare work. The child welfare cohort provides undergraduate and graduate social work education to increase professionalization of the workforce, improve retention, and improve child and family outcomes. In the second year of this evaluation project, we will continue to assess the provision of social work education to these student-workers, student-workers job satisfaction and retention, and contextual and organizational factors. | ||
| Greater Omaha Chamber of Commerce Young Professionals Survey (Fall 2016): 2016-17 (1294) | Economic Impact, Educational Support, Social Justice | Greater Omaha Chamber of Commerce | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Summer | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Inclusion, Diversity & Equity, Employment and Workforce, Capacity Building, Social Justice Awareness | Using a participatory, utilization-focused approach, STEPs will work with the Greater Omaha Chamber to conduct focus groups and analyze results. Additional funds of $1,000 are being provided by the Greater Omaha Chamber to accomplish this component of the original evaluation plan. | ||
| Social Return on Investment Partnership 4 Kids (Fall 2016): 2016-17 (192) | Educational Support, Social Justice | Partnership 4 Kids | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Spring | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Youth Programming, Capacity Building | STEPs will work with Partnership 4 Kids staff and key stakeholders to review existing logic models, develop a theory of change, gather program outcome and cost data and research valuation of cost and benefit indicators. This information will be used to create a Social Return on Investment (SROI) report and deliverables appropriate to share with various program stakeholders. | ||
| Evidence based Nebraska - Family Support: 2019-20 (1384) | Social Justice | Belle Ryan, Better Living Counseling Services: Beatrice, Cheyenne County Attorney, COMPASS Nebraska, Healing Hearts and Families, Saunders County Youth Services | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2019-20 | Summer | None | 3 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Family Support Programs are community-based services that help to promote the well-being of children and families as well as increase the strength and stability of families. The services can be for youth and/or parents, and can occur within the home or at community locations. There are 4 sub-types of family support programs: Parenting Class, Advocacy, Social Workers, and Family Support. Parenting classes are a chance for parents to actively acquire parenting skills through sessions that focus on improving parenting of and communication with their children. Parents are taught how to engage in skill building, problem solving, and how to model types of mechanisms in an effort to reduce adverse childhood outcomes. Advocacy Programs help guide youth and/or their families through the juvenile justice system, explaining the process and importance of each hearing, outcome, or decision. Advocates may meet with youth and families at their home prior to court appearances to discuss the purpose of the hearing or what the consequences of not appearing in court may be. Advocates can also accompany youth and families to the proceedings. Social Workers assist youth with increasing their capacity for problem solving and coping, and help them obtain needed resources as well as facilitate interactions between youth and their environment. They seek to improve the youth’s quality of wellbeing through research directed therapeutic methods. The sub-type for Family Support covers the programs that are in the community helping families with a variety of needs that may not fit into the other 3 categories. Family Support workers can help families work out communication issues, resolve school attendance problems, locate resources within the community to help the families meet the needs of all family members, or many other services that can be individualized for the youth and/or family’s needs. | ||
| Completely KIDS Evaluation: 2016-17 (1414) | Educational Support | Completely Kids | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2016-17 | None | 0 | 0 | 0 | 0 | 0 | 0 | Analyze the following data from Completely KIDS Liberty Elementary programs Parent surveys Youth surveys Parental attendance records for CK programming Youth attendance records for CK programming Youth grades Youth attendance and tardiness school records Develop a final evaluation report | ||||
| Head Start Needs Assessment (Fall 2016): 2016-17 (476) | Educational Support | Community Action Partnership of Lancaster and Saunders Counties | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Fall | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Early Childhood Education, Youth Programming, Capacity Building | Community Action Partnership of Lancaster and Saunders Counties is a community-based organization that serves as the federal Early Head Start (EHS) and Head Start (HS) Grantee for Lancaster and Saunders Counties. According to Head Start regulations, an assessment of the program service area is required every three years. The goal of this assessment is to document community needs and resources as they pertain to EHS/HS-eligible children and families within the service area. Data generated from this assessment are intended to guide program planning and delivery. This project will produce that community assessment by: 1. Building a foundational understanding of the program status and goals a. Project definition b. System conceptualization c. Early childhood education and Head Start trends 2. Gathering, analyzing, and reporting the required and desired components of the community assessment a. Program population profile b. Population needs assessment c. Program providers profile d. Community resources profile | ||
| Heartland Family Services Prevention Means Progress Evaluation (Spring 2017): 2016-17 (339) | Educational Support | Heartland Family Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2016-17 | None | None | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building | UNOs Support and Training for the Evaluation of Programs (STEPs) proposes to partner with PMP to navigate through the process of building and disseminating their Me360 program evaluation evidence. ThIs evaluation project would include dissemination of existing evaluation results, evidence-based designation pursuit planning, Me360 fidelity strategic development, Me360 survey refinement, and exploration of Iowas prevention survey data relative to Me360 impact. STEPs uses a participatory, utilization-focused approach to all its work. Participatory means that program staff are engaged in all evaluation activities, including their planning and implementation. Utilization-focused means that evaluation activities are conducted with an eye toward usefulness for the program. As a coalition, PMP has both staff and coalition members/committees who hold a stake in this program evaluation project. STEPs will look to key PMP staff to guide the process of who should be involved in which phases or components of this project. | ||
| Douglas County Administration School Attendance Service Evaluation (Fall 2016): 2016-17 (291) | Educational Support, Social Justice | Douglas County Administration | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Summer | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Youth Programming, Capacity Building, Juvenile/Adult Justice System | We are enthused about the opportunity presented by The Douglas County Commissioners Office, Operation Youth Success, and the Absentee Task Force to catalogue and profile existing community-based services that are available to provide support and assistance to students who are experiencing barriers to regular and consistent attendance in school. This evaluation of the Douglas County system currently responding to chronic absenteeism will include the identification of opportunities and barriers to these community-based services. The effort will also inform decisions of Operation Youth Success in its collective impact efforts to prevent youth from entering the juvenile justice system | ||
| Evidence based Nebraska - Mentoring - Community-based: 2020-21 (1393) | Social Justice | Banister’s Leadership Academy, Big Brothers Big Sisters of the Midlands, Community Connections, Girls Inc., Heartland Big Brothers Big Sisters, International Council for Refugees and Immigrants, Inc, MentoringWorks | Criminology and Criminal Justice, Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Summer | 2020-21 | None | None | 3 | 3 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | Community-based mentoring is a mentoring model where a positive adult is engaged in the youth’s life by spending time in the community together. The match is based on interests, hobbies, and compatibility in order to spend time together to share fun activities they both enjoy. The goal of this mentoring model is to reduce drug and alcohol use and antisocial behavior through establishing a supportive friendship and providing guidance. | ||
| Nebraska Department of Health and Human Services Drug-Use Behaviors Study (Spring 2018): 2017-18 (312) | Educational Support, Health and Wellness, Social Justice | Nebraska Department of Health and Human Services | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2017-18 | Spring | 2018-19 | 1 | 0 | 0 | 0 | 0 | 0 | Capacity Building, Domestic and Sexual Violence | To support evaluation activities and build on existing evaluation capacity, STEPs proposes to collaborate with RPE to identify outcome indicators to measure and increase the impact of their funded agency-delivered program. In keeping with the RPE building evaluation capacity supplemental funding, this evaluation work plan will focus on carrying out activities centered on completing indicator selection criteria (option #2). The defined deliverables for that option are: (1) determine which indicators are best to select for evaluation of prevention efforts and (2) select appropriate indicators for use in an outcome evaluation. To help move RPE to that level of evaluation capacity, STEPs will: Develop logic models for statewide RPE program and funded agencies Identify evaluation tools for each service delivery tier Identify evaluation tools for coalition building and community mobilization Review and analyze best practices for coalition building, community mobilization, and RPE programs (evidence-based, evidence-informed, homegrown) evaluation Train and collaborate with Coalition Prevention Coordinator re: coalition building, community mobilization, and evidencebased programs Train and provide technical assistance for coalition and agencies re: RPE evidence-informed and homegrown programming evaluation Provide statewide RPE program evaluation support | ||
| TerraLuna, Operation Youth Success: 2017-18 (1381) | Social Justice | TerraLuna Collaborative | Nebraska Center for Justice Research, Criminology and Criminal Justice | Engaged Research | Faculty Research | None | Fall | 2017-18 | Fall | 2019-20 | 0 | 0 | 0 | 0 | 0 | 0 | Administer a State of the Collective Impact survey twice per year to provide feedback on the development and effectiveness of the Collective Impact process Analyze survey data and summarize in an executive summary and report Serve as a data coach to the OYS data coordinator, other OYS backbone members, and the OYS data subcommittee as needed Serve as a liaison for systems data to partnering juvenile justice agencies as needed Provide data cleaning, analysis, interpretation, and reporting for quantitative evaluation data as needed Develop presentations, reports, and other deliverables from the evaluation activities as required | |||
| Career Connectors Pilot Program Evaluation Metropolitan Community College (Fall 2016): 2016-17 (602) | Economic Impact, Educational Support | Metropolitan Community College (MCC) | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Fall | 2016-17 | Spring | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Employment and Workforce, Capacity Building | Using a participatory, utilization-focused approach, STEPs will evaluate the Career Connectors Pilot Program at Metropolitan Community College. The evaluation will include developing a logic model, multivariate analysis, a costbenefit analysis, and obtaining and evaluating participant feedback. | ||
| Legal Aid of Nebraska Intake Process Efficiency & Effectiveness Evaluation (Spring 2016: 2016-17 (454) | Economic Impact, Educational Support, Social Justice | Legal Aid of Nebraska | Support and Training for the Evaluation of Programs (STEPs) | Engaged Research | None | None | Spring | 2016-17 | Spring | 2016-17 | 1 | 0 | 0 | 0 | 0 | 0 | Economic Sufficiency Awareness, Capacity Building, Social Justice Awareness | Using participatory, utilization-focused approaches, STEPs looks forward to designing an evaluation framework for LAN to accomplish the following evaluation activities as it relates to their Legal Help Nebraska (LHN) website. At this early stage, we propose the following evaluation questions: Evaluation Questions (proposed): 1. To what extent are the current intake systems (LHN and phone) efficient and effective in responding to intakes? 2. To what extent will the expanded LHN system be efficient and effective as well as supporting of client satisfaction and positive client outcomes and community impact? | ||
| Brain Korea 21: 2018-19 (1584) | Social Justice | Catholic University of Korea | Juvenile Justice Institute, Criminology and Criminal Justice | Engaged Research | None | None | Spring | 2018-19 | None | None | 0 | 0 | 0 | 0 | 0 | 0 | Juvenile/Adult Justice System | After a visit to Singapore in 2018, Dr. Hobbs began collaborating with Dr. Cecelia Minkyung Ha, an Assistant Professor in the School of Law and Department of Addiction Studies at the Catholic University of Korea, in support of “Brain Korea 21” (BK21). The collaborative proposal enhances the educational options for students, increases research partnerships, and exchange opportunities for both UNO and Korea’s School of Law and Addiction Studies. |