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ysabetwordsmith) wrote2021-11-22 04:45 pm
ysabetwordsmith) wrote2021-11-22 04:45 pm
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Character notes for "Staying Together Is Progress"
These are the character notes for "Staying Together Is Progress."
Wysteria (Wynona Stewart) -- She has fair skin and dark blue eyes. Her long straight ash-blonde hair turns lavender toward the bottom. She wears glasses. She is sturdy with a rectangular face. Her heritage is German-American. She speaks American Sign Language, English, Esperanto, French, German, Japanese, and Spanish. She is 43 years old in 2015.
Wynona grew up in Madison, Wisconsin. Her father was from Wisconsin and her mother was from Pennsylvania. When she was 8 years old, she developed lavender hair. By 10, Wynona gave up on school and left. Instead she focused on the Academy of Hypatia, where she could study in peace. She was 12 when her Team Powers started growing in.
At 15, she ran away and soon fell in with Kraken. When she was 16, she took the name Wysteria and joined a five-person team called the Anchor Seine. Her main role was to enhance teamwork and channel collective energy to empower the group. They spent the first two years developing familiarity and skills. Once Wysteria turned 18, they took to the field. They specialized in facing off against other teams, because she could undercut another group's connection, and against single opponents too powerful for any one person to defeat. When she was 28, the rest of her team died defeating a nutjob called Flash Steam who was trying to boil the ocean.
Heartbroken by the loss, Wysteria retired from the field. To keep herself occupied, she went to college. She earned a Bachelor of Arts with a double major in Whole Self and Sociology plus a minor in Professional Teamwork and Leadership at Indiana University of Pennsylvania in Indiana, Pennsylvania. She belonged to the AMF Grief Support for College Students, Ascension Meditation and Yoga Association, Diversity Peer Educators, and Tabletop Gaming Club. Then Wysteria got a Master of Arts in Communication with a graduate minor in Collaboration Science and a Certificate in Trauma-Informed Care at the University of Nebraska-Omaha. There she joined the Cornhusker Speech & Debate Team, Outdoor Venture Center, Rainbow Readers Book Club, and Student Service and Leadership Collaborative.
After that, Wysteria returned to Kraken. She didn't feel like forming another team, although she still hates being alone. Instead, she began teaching young people about teamwork and resilience. Her compassion and listening skills make her popular, even among the wild young things. As a hobby, Wysteria enjoys collecting things -- pretty much anything that comes in a set and is small enough to fit in her quarters without creating too much clutter.
Origin: Wynona gained crayon hair in grade school due to "temporary" Halloween hair dye that turned out to be metagenic. While she was not kicked out of school as a result, other children teased her mercilessly, and she wound up dropping out. Her Team Powers began to manifest at puberty. A few years later, she ran away and got picked up by Kraken.
Uniform: Wysteria wears comfortable women's clothes, often in cool colors.
Qualities: Master (+6) Kraken Teacher, Expert (+4) Emotional Intelligence, Expert (+4) Resilience, Good (+2) Collector, Good (+2) Constitution, Good (+2) Listener
Poor (-2) Hates Being Alone
Powers: Good (+2) Team Powers, Average (0) Lavender Hair
Her Team Powers include Team Manipulation, Team Energy Manipulation, and Cooperation Manipulation.
Motivation: To make connections.
The Academy of Hypatia is a loose array of autodidactic programs run through libraries. It is loose in that it sprawls all over the world, with contributions by many people, rather than because it is disorganized. Anyone mature enough to earn a library card can participate. That's a crucial qualification, because it marks the point at which a learner can start choosing their own material rather than passively consuming what others choose for them. Readers are free to explore whatever the library holds or to make outside requests of those that offer interlibrary loans. They can read books, take classes or workshops, join clubs, volunteer, and so forth.
The Academy offers various means of recording progress. One measures the number of titles or the wordcount read, with a special note of completion for readers who consume the entirety of a topical section (e.g. all the horse stories or all the gardening books shelved together) in that library. Another marks the length of time devoted to studying a given topic, which can be either an ongoing interest (a lifelong love of astronomy) or a specific project (reading about France before visiting Paris). A wide range of tests are available, of which the Academy's own are scored by simple percentage: material retained with X% accuracy.
However, the Academy also has the right to give and record most other tests, for free, although the service is for Academy members rather than all patrons or everyone in the library's footprint. The Academy has negotiated this with as many testholders as possible, and members who create a new test customarily grant access to other members. So Academy members who want to take the ACT, SAT, Pimsleur Language Test, or whatever, can do it through a participating library. This is not widely known outside the Academy, but it is a perk made known to members.
A reader's various activities are recorded in a Scroll of Accomplishment. Titles read, workshops attended, tests taken -- it all goes in there. None of it gets shared without explicit permission, and the library will release part or whole as directed. (Usually, not even a court order can break in: the Order of Hypatia contends that a person's reading choices are part of their soul, and in defense of this, they have repeatedly packed up and left tyrannical regimes. This has caused enough upset that most countries treat it like a confessional and just don't ask anymore.) The Academy is not a college, and in fact determined to remain a bastion of self-directed learning; and the Scroll is not a diploma; but it is entirely possible for an avid reader to learn more from a library than from college. As a result, employers often ask if a job applicant wishes to share any relevant portions from their Scroll of Accomplishment, and some want ads reference specific parts the way they would college level.
Anchor seine: An encircling net shot in the open sea using very long ropes to lay
out the net and ropes on the seabed prior to hauling from a boat at anchor.
Flash steam is the steam that is generated from a hot condensate when the pressure within a pipe decreases. Flash steam is the same as normal steam, except that flash steam is produced when the stream is exiting a boiler or steam generator and there is a pressure drop at the boiler's outlet (i.e., the exit of the steam trap).
GENERAL SOCIOLOGY TRACK, SOCIOLOGY, BA
at Indiana University of Pennsylvania in Indiana, Pennsylvania
The General Track attempts to broadly educate those students who may wish to pursue graduate training in sociology and make sociology a career and profession. Because of its flexibility, it is also appropriate for students who want to pursue double majors that would include such fields as psychology or criminology.The General Track gives students the broadest possible training in sociology. Students graduating with majors in general sociology often find employment in business, industry, and government.
Liberal Studies: 46-48
As outlined in the Liberal Studies Requirements with the following specifications:
Mathematics:
• MATH 217 - Probability and Statistics Credits: 3 recommended
Social Science:
• SOC 161 - Foundations of Sociology: Social Relations in Groups and Organizations Credits: 3
Liberal Studies Electives: 6
• No courses with SOC prefix
College: 0-8
Foreign Language Intermediate Level (1)
*Pending Coucil of Trustee approval, this is no longer required.
Major: 33
Required Courses:
• SOC 161 - Foundations of Sociology: Social Relations in Groups and Organizations Credits: 3 (2)
• SOC 320 - Sociological Theory Credits: 3
• SOC 460 - Social Research Methods I Credits: 3
• SOC 461 - Social Research Methods II Credits: 3
One Course from the Following:
• SOC 362 - Racial and Ethnic Minorities Credits: 3
Substantive Areas: 12
At least one different course from four of the following substantive areas:
Social Inequality and Social Change:
• SOC 269 - Sociology of Deviance Credits: 3
• SOC 387 - Social and Cultural Change Credits: 3
Deviance and Social Problems:
• SOC 333 - Delinquency and Youth Credits: 3
• SOC 428 - Child Abuse Credits: 3
Individual in Society:
• SOC 345 - Sociological Social Psychology Credits: 3
Social Organization and Institutions:
• SOC 336 - Sociology of the Family Credits: 3
• SOC 348 - Sociology of Work Credits: 3
Comparative Sociology:
• SOC 314 - Sociology of Native Americans Credits: 3
• SOC 337 - Society, Globalization, and Risk Credits: 3
Free Sociology Electives: 9
Free Electives: 31-41
Total Degree Requirements: 120
(1) Intermediate-level foreign language may be included in Liberal Studies electives.
(2) Credits counted in Liberal Studies, not in the major.
https://catalog.iup.edu/preview_program.php?catoid=6&poid=2249&returnto=842
Bachelor of Arts in Whole Self (T-American)
at Indiana University of Pennsylvania in Indiana, Pennsylvania
Students also choose a physical activity, for which Wysteria picked the Ascension Meditiation and Yoga Association.
ART 121 Nebraska en Plein Air 1c-0l-1cr
This class has one lecture-discussion session per week. Students may choose to attend any of the studio sessions and/or field trips. Weekday trips are held in the late afternoon or evening, featuring local sites. Weekend trips visit attractions around the state during daylight hours. Students may choose any creative art (drawing, painting, sculpture, etc.) or activity (dance, music, writing, etc.) to take inspiration from their environment.
FCSE 101 Personal and Family Management 3c-0l-3cr
Personal and family management as a system and its relationship to the
global environment, individuals, and families. Formulation of goals, values,
and standards; use of decision-making process; sustainability and utilization
of resources.
CNSD 150 Life Skills: Improving Your Social and Emotional Intelligence 1c-0l-1cr
Prerequisite: Instructor permission
Provides practical, hands-on, cognitive, emotional, and interpersonal skills
that help students to increase their abilities to process and respond to environmental demands and stresses of their social and academic environment.
These skills include mindfulness, emotion regulation, behavior management, and handling relationships by understanding emotions in others. The
goals are to understand basic principles of emotion regulation and interpersonal effectiveness, improve students’ ability to focus, and attend to one’s
own thoughts and feelings as they apply to the skills described above.
FDNT 143 Current Issues in Nutrition and Wellness 3c-0l-3cr
Introduces contemporary nutrition issues as they relate to personal food
choices and overall health. Completion of FDNT 143 fulfills the Liberal
Studies Dimensions of Wellness requirement. Other 143 courses will also
fulfill this requirement, and any of these courses may be substituted for
each other and may be used interchangeably for D/F repeats but may not be
counted for duplicate credit.
NURS 101 Disaster Awareness 1c-0l-1cr
A basic understanding of the essentials of disaster planning, responding to
mass casualty incidents, and postdisaster restoration of basic public health.
Introduces a basic overview of health issues caused by biological, chemical,
explosive, and natural disasters.
NURS 143 Healthy People—Promoting Wellness 3c-0l-3cr
An introduction to the pathway of health and wellness through contributions to one’s environment and community. The interconnectedness of self,
others, nature, and society on one’s health and wellness is emphasized. Students are guided through decision-making processes regarding life choices
to maximize personal well-being. A personal wellness plan that incorporates aspects of physical and social health is developed using the Healthy
People framework. Completion of NURS 143 fulfills the Liberal Studies
Dimensions of Wellness requirement. Other 143 courses will also fulfill this
requirement, and any of these courses may be substituted for each other and
may be used interchangeably for D/F repeats but may not be counted for
duplicate credit.
COUN 253 Counseling in School Settings 3c-0l-3cr
An elective course providing in-service teachers and school personnel, other
than counselors, with a basic understanding of the knowledge, information,
and skills appropriate to counseling with individuals and groups. Restricted
to peer tutors.
KHSS 251 Foundations of Safety and Emergency Health Care 3c-0l-3cr
Focuses on accident prevention, injury control, and first responder’s skills. Emphasizes identification of causes of accidents, recommended countermeasures, and mitigation. American Red Cross certifications are issued in (1) standard first aid, (2) community CPR, (3) instructor of standard first aid, and (4) instructor of community CPR.
MUHI 223 Musical Cultures from Around the World 3c-0l-3cr
Explores a variety of world cultures through their music. Focuses on music
as a product and reflection of culture as well as an aesthetic art form. Introduces the basic elements of music, identifies the musical styles of different
cultures, and analyzes how music communicates and reflects cultural values
which enrich the lives of people in these communities. Provides concert attendance opportunities to gain familiarity with musical events in communities and reflect on the role of the individual in these musical culture.
PHIL 240 Philosophy and the Good Life 3c-0l-3cr
Examines philosophical attempts to say what it means to live a good life. Is
living a good life simply about maximizing the pleasure one experiences?
Does a good life require religious faith? Is being virtuous essential to living
a good life? Historical thinkers considered may include Plato, Aristotle,
Confucius, Laozi, Augustine, Aquinas, Rousseau, Nietzsche, and Russell.
Contemporary philosophical work on happiness informed by empirical
research may also be considered.
RGPL 410 Community Participation and Civic Engagement Seminar 3c-0l-3cr
Introduces recent participatory planning and civic renewal initiatives within
“communities of place” in the United States. Particular attention is directed
toward understanding how planners, citizens, community-based organizations, and local institutions engage in the public work of civic creativity,
asset mobilization, and community development. Participatory planning
techniques and community facilitation tools are discussed and demonstrated. Civic associations in Indiana County and southwest Pennsylvania are
highlighted as cases.
ENGL 338 Personal Mythology 3c-0l-3cr (T-American)
Explores the role of mythology and archetypes in society. Students will use these ideas to examine their lives through a mythic lens and tell their life story as a myth.
PHIL 390 Philosophy of Human Nature 3c-0l-3cr
Examines philosophical theories of human nature, including how traditional
philosophical debates about the mind, morality, persons, and freedom are
informed by recent empirical work in the cognitive sciences. Topics covered
may include philosophical and scientific debates about the innate content and structure of the human mind, moral judgment, the possibility of free
will, the extent to which human beings are rational, and the nature of the
self and self-knowledge. Connections between conceptions of human nature
and political philosophy, as well as bioethical issues concerning enhancement and transhumanism, may also be discussed.
(Capstone)
SOC 417 Global Service Learning 3c-0l-3cr
Prerequisites: SOC 151 or 161 or instructor permission
A forum for critical reflection on community-driven service, cross-cultural
experiences, and global citizenship. Progresses through a framework, which
explicitly links personal experience and readings with regular writing assignments in a journal and class discussion. Reflects on both the purposes
of their service work as well as on its limits as a response to specific
needs within the community, and more general problems of social justice.
Through the experience of interaction and reflection, students learn to apply
knowledge and skills in the real world, exercise critical thinking, develop
self-learning and helping skills, develop societal knowledge and sensitivity,
and enhance personal development. Explores issues of social responsibility
and citizenship in relation to the social problems with which they become
acquainted through their community work.
MINOR IN PROFESSIONAL TEAMWORK AND LEADERSHIP
at Indiana University of Pennsylvania in Indiana, Pennsylvania
Courses Needed for the Minor
All three pathways require the following core courses. See the Undergraduate Catalog for course descriptions (PDF).
• SOC 161: Foundations of Sociology: Social Relations in Groups and Organizations (3 credits)
• THTR 161: Introduction to Theater: Interpersonal Practices (3 credits)
• MGMT 461: Organizational Leadership Theory (3 credits)
• LDSP 461: Leadership Capstone (1 credit)
• Any 100-Level PHIL course (3 credits)
PHIL 101 Critical Thinking 3c-0l-3cr
An introduction to basic principles of informal logic and critical thinking. An emphasis is on different kinds of arguments, methods of argument evaluation, and the analysis of arguments as they arise in various contexts, such as political debate, advertising, science, law, and ethics.
You'll cover the remaining 6-7 credits of the minor with requirements outlined by the pathway you choose.
1. Applications of Teamwork and Leadership
• COMM 261: Teamwork and Communication Skills for College and Career
• Any teamwork intensive course: If possible, take an in-major, teamwork-intensive course or elective. Be sure the section chosen has the teamwork-intensive designation. (3-4 credits)
ECED 499 Advocacy and Collaboration in Diverse Families and Communities 3c-0l-3cr
Provides students with understanding and skills in multicultural approaches
to education that enable them to recognize and respect the diversities that all
their students bring to school and to also become effective advocates as they
collaborate successfully with diverse families and communities.
AMF Grief Support for College Students
The National Students of AMF Support Network is a nonprofit organization dedicated to supporting college students grieving the illness or death of a loved one. The organization accomplishes its mission by creating Students of AMF Campus Chapters on college campuses nationwide that connect and empower grieving college students to support one another and participate in community service in memory of deceased loved ones, raising awareness about the needs of grieving college students, including through the annual National College Student Grief Awareness Week, and hosting national grief support programs, such as the “We Get It” Supportive Blog, and events, such as the National Conference on College Student Grief.
Ascension Meditiation and Yoga Association
The mission of the Ascension Meditation and Yoga Association (AMYA) is to promote meditation, yoga, and discussion for spiritual growth and stress management. Membership in this organization is open to all members of the IUP community, IUP retirees, and the Indiana community
Diversity Peer Educators
Diversity Peer Educators are a group of IUP students passionate about diversity and multiculturalism. We facilitate a variety of activities for groups on campus regarding social justice topics including race, class, gender, sexuality, and so forth. We recruit a new cohort of members once a semester to begin training. The organization seeks to teach its members inclusive language, public speaking skills, and the ability to educate its peers.
Tabletop Gaming Club
The mission of this organization is to gain an appreciation and understanding for tabletop games while forming connection with like-minded individuals.
We believe that board games are a fun way to socialize, allowing people to have fun and meet and make new friends. We play different types of games, such as cooperative, strategy, micro, worker placement, historical, and sports games. We even have members who travel to the World Boardgaming Championships every year! Come join the fun: no experience necessary!
Master of Arts in Communication
at the University of Nebraska-Omaha
Degree Requirements
Required Courses
The core courses provide basic, intensive and broad coverage of communication as a field of advanced study. The core integrates mass and speech communication theories and research methodologies from all aspects of the discipline. If a student fails to achieve an average grade of “B” (3.0/4.0) in the overall core, the student may retake each core course with a grade below “B” once, and must obtain an average grade of “B” or higher to remain in the program. The core courses must be completed within the first 18-21 credit hours of a student's program (This requirement may be waived for students entering the communication graduate program with approved graduate credits to be used in the plan of study).
Project Option
Code Title Credits
Required Core Courses
The 12 hours of required courses listed below must be completed with an average grade of “B” or better:
COMM 8010 COMMUNICATION RESEARCH METHODS SEMINAR: QUANTITATIVE 3
COMM 8020 COMMUNICATION RESEARCH METHODS SEMINAR: QUALITATIVE 3
COMM 8470 FOUNDATIONS SEMINAR: COMMUNICATION STUDIES 3
COMM 8570 FOUNDATIONS SEMINAR: JOURNALISM AND MEDIA COMMUNICATION 3
Graduate Only Seminar 3
Students are required to take one graduate only (8xx0 or 9xx0 level with no undergraduate dual-listing) three credit seminar during their program. This course may either come from the School of Communication or another graduate program in conusultation with and advisement with the GPC.
Electives
Select 15 elective hours in consultation with the graduate program chair. These will be denoted as either; COMM, CMST, or JMC. No more than 12 hours from outside the school may be counted toward degree requirements. Electives must be completed with an average grade of "B" or better to maintain GPA requirements for program and University. 15
COMM 8970 GRADUATE PROJECT 3
Total Credits 33
Course List
The project, in lieu of a thesis, is based on a proposal approved by the student’s committee. The student must complete a project which is defended orally before his or her project committee.
Courses
CMST 8126 COMMUNICATION AND SOCIAL PROTEST
CMST 8146 COMMUNICATION AND HUMAN RELATIONSHIPS
CMST 8166 COMMUNICATION FOR INSTRUCTIONAL SETTINGS
CMST 8186 COMMUNICATION LEADERSHIP AND POWER AND ORGANIZATIONS
CMST 8516 PERSUASION AND SOCIAL INFLUENCE
CMST 8556 NONVERBAL COMMUNICATION
CMST 8576 INTERCULTURAL COMMUNICATION IN THE GLOBAL WORKPLACE
CMST 8706 INTERPERSONAL CONFLICT
CMST 8806 ADVANCED CONFLICT MEDIATION
COMM 8110 GRADUATE TEACHING ASSISTANT SEMINAR
COMM 8180 TOPICAL SEMINAR: COMMUNICATION STUDIES: SUPERPOWERS AND COMMUNICATION (T-AMERICA)
Graduate Minor in Collaboration Science (T-American)
at the University of Nebraska-Omaha
The graduate minor requires taking all 5 courses.
Concentration in Collaboration Science
T.E.A.M. = Together Everyone Achieves More!
Overview
Collaboration Science is the study of individual, group, organizational, and societal factors affecting groups of people working together toward a shared goal. Groups create value only when they achieve more than individual members would have achieved on their own.
Program Structure
In addition to the 24 credit-hour MBA core curriculum, a concentration in Collaboration Science requires completion of the course work below.
A concentration shall include at least nine (9) credit hours to be completed from at least two academic departments.
Course Number Course Title Description Credits
BSAD 8096 Principles of Collaboration (Required) Students will work with techniques for team leadership, interpersonal collaboration, consensus-building, creative problem solving, negotiation, facilitation, group process design, collaborative workspace design, and collaboration engineering. Students will gain hands-on experience with collaboration technologies.
Prereq: Graduate. Not open to nondegree students. 3
Select two (2) courses from the list below:
CMST 8566 Communication, Teamwork & Facilitation This course focuses on the communication practices, process tools, and theory associated with team problem solving, group discussion, facilitation skills, facilitative leadership, meeting management, and training in effective group interaction.
Prereq: None 3
CMST 8806 Conflict Mediation This course develops knowledge of mediation theory, research, and practice and communication skills essential to the effective mediation of disputes in various contexts.
Prereq: Graduate major in Communication or instructor permission. 3
ISQA 8250 Facilitation of Collaborative Problem Solving The course focuses on the facilitation of collaborative problemsolving and decision making processes. Students learn how to design and facilitate collaborative workshops, with support from both paper-based and electronic meeting tools. The course is hands-on and experiential, with students working in small teams to conduct real workshops.
Prereq: None 3
Certificate in Trauma-Informed Care (T-American)
at the University of Nebraska-Omaha
BEHAVIORAL HEALTH EDUCATION CENTER OF NEBRASKA
Courses
Introduction to Mindfulness Skills - Mindful Practice is “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 1994). The goal of mindful practice is a reduction of suffering and an increase in happiness. Learning objectives based on Marsha Linehan’s Dialectical Behavior Therapy include:
• Describe three States of Mind and how each relates to the cultivation of Wise Mind
• Define and describe the three "What" skills (Observe, Describe and Participate)
• Define and describe the three "How" skills (Nonjudgementally, One-mindfully and Effectively)
• Practice mindfulness skills
Trauma 101 & Recovery -Trauma informed care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges this role that trauma has played in their lives. Attendees will learn how trauma affects consumers seeking services, what trauma informed care is, how to create safe environments for persons served, and ways to avoid re-traumatizing practices. Trauma 101 training is a pre-requisite to attend the Training of Trainers workshop for Orientation for Trauma Informed Care.
Child Mental Health First Aid (T-American) -- This program teaches teens and adults how to care for children (age 0-11) in distress. It introduces Adverse Childhood Experiences, mental illnesses and disabilities common in children, healthy and unhealthy childhood development, impacts of childhood trauma on development, risk factors, and resilience factors. Topics covered include family trauma, death of a relative, divorce, child abuse, house fires, moving, and other challenges typical of childhood.
Youth Mental Health First Aid - Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.
Adult Mental Health First Aid - This 8-hour public adult education program is appropriate for anyone 18 years and older who wants to learn how to help a person who may be experiencing a mental health related crisis or problem. Topics covered include anxiety, depression, psychosis, and addictions. MHFA is offered in the form of an interactive 8-hour course that presents an overview of mental illness and substance use disorders and introduces participants to risk factors and warning signs of mental health problems, builds understanding of their impact, and overviews common treatments.
Strategies for Restoring & Empowering Traumatized Youth - This Trauma Informed Care course provides specific tools and strategies to help staff engage youth and support emotional self-regulation. Trauma specific interventions and recovery resources are shared. Attendees will improve their understanding of how youth are affected by trauma, learn strategies to support positive coping and emotional self-regulation for youth and staff, and improve their knowledge of recovery and trauma specific treatment interventions and resources.
Calmer Classrooms: Working with Traumatized Students - Trauma informed care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives. School personnel need education how childhood trauma affects students, what trauma informed care is, how to create a safe environment for all students, and ways to avoid re-traumatizing practices. Specific classroom tools/strategies will be discussed to help staff engage students in the learning process and support emotional self-regulation.
Training of Trainers Workshop: Orientation for Trauma Informed Care - Individuals attending this 7 hour Training of Trainers workshop will be prepared to provide the Trauma 101 & Recovery training for staff within their agency or within the community. These trainers will be offered a curriculum (manual and flash drive) designed to offer basic knowledge, skills and values of trauma informed care. Participants will also review and practice methods of delivering the training information. Participants are required to have taken a Trauma 101 training prior to attending the TOT.
Cornhusker Speech & Debate Team
The University of Nebraska-Lincoln is currently looking for students who are interested in continuing their Speech & Debate experience in college. The Cornhusker Speech & Debate Team enjoys a long and storied tradition. Forensics has been a part of the University of Nebraska-Lincoln for over hundred years. During that time thousands of students have participated in the Speech & Debate program. Today, the program continues to grow and welcome students from all over the state and nation.
The Cornhusker Speech & Debate Team is open to all students regardless of previous experience. It is our philosophy that forensics should be open to any student who is interested and willing to work hard. Students have the opportunity to participate in 11 different speech events and two different forms of debate. Being a member of the UNL forensics team means you have the opportunity to travel regionally and nationally to the top college forensics tournament.
Outdoor Venture Center (OVC)
The Outdoor Venture Center challenges participants to reach beyond their perceived personal limits physically, mentally and socially. It fosters appreciation for the natural environment, develops leadership abilities, and encourages relationship growth.
Experience The Elements
The OVC offers a variety of adventure activities for the UNO community and the general public. The OVC includes a state of the art climbing wall, rental center, and organizes trips and workshops each semester, ranging from local workshops to advanced overnight trips in activities such as rock climbing, paddling, hiking, camping, skiing and biking.
Rainbow Readers Book Club
Join UNO's Queer and Trans Services for this LGBTQ-centric book club.
The University of Nebraska at Omaha's (UNO) Queer and Trans Services (QTS) Student Agency invites all students to join them for the Rainbow Readers Book Club, an LGBTQ-centrick book club.
The club meets the third Thursday of every month from 6 P.M. - 10 P.M. in the QTS office (MBSC 116).
The Student Service and Leadership Collaborative
The Student Service and Leadership Collaborative (The Collaborative) is a significant new program at UNO. This student-led program was created to organize and coordinate university-wide community service and volunteering opportunities. The goal of this program is to help students create positive social change in our community and develop new skills that will benefit them during their college years and beyond.
Get Involved with The Collaborative:
• Want to hear about our student employment position? We have the information here.
• Passionate about service and volunteerism? We have a great opportunity for you.
• Do you have an idea for The Collaborative? We want to hear it.
• Interested in learning more about this program? Here's what we have to say.
Research shows that students involved in community activities, like service learning or volunteerism, while in college are more likely to stay in school, graduate, find a job, maintain employment, and be involved in community leadership after graduation.
The Collaborative’s inclusive programming model will provide students and volunteers with great opportunities to engage with the community both locally and beyond. Thanks to this program, students and nonprofit organizations can come together to create service projects that address one or more of the current social issue areas affecting our community.
Student leaders support six primary community service areas in The Collaborative:
Educational Support
Support for this issue area includes programs that address the educational and learning needs and inequalities within the community, as well as the nation and the world. The Collaborative partners with outside organizations to develop service projects that address education and devote efforts to those in need.
Economic Sufficiency
Support for this issue area includes programs that address the causes, consequences, and solutions to poverty, with a special focus on meeting the economic needs of those affected by poverty. The Collaborative partners with outside organizations to develop service projects that address poverty while serving those affected by it.
Environmental Stewardship
Support for this issue area includes programs that address the need for the improvement of our environment through sustainability and awareness. The Collaborative partners with outside organizations to develop service projects that address and facilitate sustainability and the improvement of our environment.
Health and Wellness
Support for this issue area includes programs that bring awareness to the health and wellness needs of everyone, including specific health concerns of the ill, the aged, those with disabilities, and others in need, while advocating for healthy lifestyles. The Collaborative partners with outside organizations to develop service projects that promote overall health and wellness, bring awareness to specific health concerns of the community, and devote efforts to the ill, the aged, those with disabilities, and others in need.
International Service
Support for this issue area includes programs that address international needs and concerns while devoting efforts to both local populations (refugees, immigrants, exchange students, etc.) and those engaged in international travel. The Collaborative partners with outside organizations to develop service projects that address international concerns and serve local and international populations.
Social Justice
Support for this issues area includes programs that address inequality and corrupt social structures while devoting special efforts to meet the social needs of underprivileged populations. The Collaborative partners with outside organizations to develop service projects that devote efforts to underprivileged populations and address the local, national, and international social structures in underserved communities.
Wysteria (Wynona Stewart) -- She has fair skin and dark blue eyes. Her long straight ash-blonde hair turns lavender toward the bottom. She wears glasses. She is sturdy with a rectangular face. Her heritage is German-American. She speaks American Sign Language, English, Esperanto, French, German, Japanese, and Spanish. She is 43 years old in 2015.
Wynona grew up in Madison, Wisconsin. Her father was from Wisconsin and her mother was from Pennsylvania. When she was 8 years old, she developed lavender hair. By 10, Wynona gave up on school and left. Instead she focused on the Academy of Hypatia, where she could study in peace. She was 12 when her Team Powers started growing in.
At 15, she ran away and soon fell in with Kraken. When she was 16, she took the name Wysteria and joined a five-person team called the Anchor Seine. Her main role was to enhance teamwork and channel collective energy to empower the group. They spent the first two years developing familiarity and skills. Once Wysteria turned 18, they took to the field. They specialized in facing off against other teams, because she could undercut another group's connection, and against single opponents too powerful for any one person to defeat. When she was 28, the rest of her team died defeating a nutjob called Flash Steam who was trying to boil the ocean.
Heartbroken by the loss, Wysteria retired from the field. To keep herself occupied, she went to college. She earned a Bachelor of Arts with a double major in Whole Self and Sociology plus a minor in Professional Teamwork and Leadership at Indiana University of Pennsylvania in Indiana, Pennsylvania. She belonged to the AMF Grief Support for College Students, Ascension Meditation and Yoga Association, Diversity Peer Educators, and Tabletop Gaming Club. Then Wysteria got a Master of Arts in Communication with a graduate minor in Collaboration Science and a Certificate in Trauma-Informed Care at the University of Nebraska-Omaha. There she joined the Cornhusker Speech & Debate Team, Outdoor Venture Center, Rainbow Readers Book Club, and Student Service and Leadership Collaborative.
After that, Wysteria returned to Kraken. She didn't feel like forming another team, although she still hates being alone. Instead, she began teaching young people about teamwork and resilience. Her compassion and listening skills make her popular, even among the wild young things. As a hobby, Wysteria enjoys collecting things -- pretty much anything that comes in a set and is small enough to fit in her quarters without creating too much clutter.
Origin: Wynona gained crayon hair in grade school due to "temporary" Halloween hair dye that turned out to be metagenic. While she was not kicked out of school as a result, other children teased her mercilessly, and she wound up dropping out. Her Team Powers began to manifest at puberty. A few years later, she ran away and got picked up by Kraken.
Uniform: Wysteria wears comfortable women's clothes, often in cool colors.
Qualities: Master (+6) Kraken Teacher, Expert (+4) Emotional Intelligence, Expert (+4) Resilience, Good (+2) Collector, Good (+2) Constitution, Good (+2) Listener
Poor (-2) Hates Being Alone
Powers: Good (+2) Team Powers, Average (0) Lavender Hair
Her Team Powers include Team Manipulation, Team Energy Manipulation, and Cooperation Manipulation.
Motivation: To make connections.
The Academy of Hypatia is a loose array of autodidactic programs run through libraries. It is loose in that it sprawls all over the world, with contributions by many people, rather than because it is disorganized. Anyone mature enough to earn a library card can participate. That's a crucial qualification, because it marks the point at which a learner can start choosing their own material rather than passively consuming what others choose for them. Readers are free to explore whatever the library holds or to make outside requests of those that offer interlibrary loans. They can read books, take classes or workshops, join clubs, volunteer, and so forth.
The Academy offers various means of recording progress. One measures the number of titles or the wordcount read, with a special note of completion for readers who consume the entirety of a topical section (e.g. all the horse stories or all the gardening books shelved together) in that library. Another marks the length of time devoted to studying a given topic, which can be either an ongoing interest (a lifelong love of astronomy) or a specific project (reading about France before visiting Paris). A wide range of tests are available, of which the Academy's own are scored by simple percentage: material retained with X% accuracy.
However, the Academy also has the right to give and record most other tests, for free, although the service is for Academy members rather than all patrons or everyone in the library's footprint. The Academy has negotiated this with as many testholders as possible, and members who create a new test customarily grant access to other members. So Academy members who want to take the ACT, SAT, Pimsleur Language Test, or whatever, can do it through a participating library. This is not widely known outside the Academy, but it is a perk made known to members.
A reader's various activities are recorded in a Scroll of Accomplishment. Titles read, workshops attended, tests taken -- it all goes in there. None of it gets shared without explicit permission, and the library will release part or whole as directed. (Usually, not even a court order can break in: the Order of Hypatia contends that a person's reading choices are part of their soul, and in defense of this, they have repeatedly packed up and left tyrannical regimes. This has caused enough upset that most countries treat it like a confessional and just don't ask anymore.) The Academy is not a college, and in fact determined to remain a bastion of self-directed learning; and the Scroll is not a diploma; but it is entirely possible for an avid reader to learn more from a library than from college. As a result, employers often ask if a job applicant wishes to share any relevant portions from their Scroll of Accomplishment, and some want ads reference specific parts the way they would college level.
Anchor seine: An encircling net shot in the open sea using very long ropes to lay
out the net and ropes on the seabed prior to hauling from a boat at anchor.
Flash steam is the steam that is generated from a hot condensate when the pressure within a pipe decreases. Flash steam is the same as normal steam, except that flash steam is produced when the stream is exiting a boiler or steam generator and there is a pressure drop at the boiler's outlet (i.e., the exit of the steam trap).
GENERAL SOCIOLOGY TRACK, SOCIOLOGY, BA
at Indiana University of Pennsylvania in Indiana, Pennsylvania
The General Track attempts to broadly educate those students who may wish to pursue graduate training in sociology and make sociology a career and profession. Because of its flexibility, it is also appropriate for students who want to pursue double majors that would include such fields as psychology or criminology.The General Track gives students the broadest possible training in sociology. Students graduating with majors in general sociology often find employment in business, industry, and government.
Liberal Studies: 46-48
As outlined in the Liberal Studies Requirements with the following specifications:
Mathematics:
• MATH 217 - Probability and Statistics Credits: 3 recommended
Social Science:
• SOC 161 - Foundations of Sociology: Social Relations in Groups and Organizations Credits: 3
Liberal Studies Electives: 6
• No courses with SOC prefix
College: 0-8
Foreign Language Intermediate Level (1)
*Pending Coucil of Trustee approval, this is no longer required.
Major: 33
Required Courses:
• SOC 161 - Foundations of Sociology: Social Relations in Groups and Organizations Credits: 3 (2)
• SOC 320 - Sociological Theory Credits: 3
• SOC 460 - Social Research Methods I Credits: 3
• SOC 461 - Social Research Methods II Credits: 3
One Course from the Following:
• SOC 362 - Racial and Ethnic Minorities Credits: 3
Substantive Areas: 12
At least one different course from four of the following substantive areas:
Social Inequality and Social Change:
• SOC 269 - Sociology of Deviance Credits: 3
• SOC 387 - Social and Cultural Change Credits: 3
Deviance and Social Problems:
• SOC 333 - Delinquency and Youth Credits: 3
• SOC 428 - Child Abuse Credits: 3
Individual in Society:
• SOC 345 - Sociological Social Psychology Credits: 3
Social Organization and Institutions:
• SOC 336 - Sociology of the Family Credits: 3
• SOC 348 - Sociology of Work Credits: 3
Comparative Sociology:
• SOC 314 - Sociology of Native Americans Credits: 3
• SOC 337 - Society, Globalization, and Risk Credits: 3
Free Sociology Electives: 9
Free Electives: 31-41
Total Degree Requirements: 120
(1) Intermediate-level foreign language may be included in Liberal Studies electives.
(2) Credits counted in Liberal Studies, not in the major.
https://catalog.iup.edu/preview_program.php?catoid=6&poid=2249&returnto=842
Bachelor of Arts in Whole Self (T-American)
at Indiana University of Pennsylvania in Indiana, Pennsylvania
Students also choose a physical activity, for which Wysteria picked the Ascension Meditiation and Yoga Association.
ART 121 Nebraska en Plein Air 1c-0l-1cr
This class has one lecture-discussion session per week. Students may choose to attend any of the studio sessions and/or field trips. Weekday trips are held in the late afternoon or evening, featuring local sites. Weekend trips visit attractions around the state during daylight hours. Students may choose any creative art (drawing, painting, sculpture, etc.) or activity (dance, music, writing, etc.) to take inspiration from their environment.
FCSE 101 Personal and Family Management 3c-0l-3cr
Personal and family management as a system and its relationship to the
global environment, individuals, and families. Formulation of goals, values,
and standards; use of decision-making process; sustainability and utilization
of resources.
CNSD 150 Life Skills: Improving Your Social and Emotional Intelligence 1c-0l-1cr
Prerequisite: Instructor permission
Provides practical, hands-on, cognitive, emotional, and interpersonal skills
that help students to increase their abilities to process and respond to environmental demands and stresses of their social and academic environment.
These skills include mindfulness, emotion regulation, behavior management, and handling relationships by understanding emotions in others. The
goals are to understand basic principles of emotion regulation and interpersonal effectiveness, improve students’ ability to focus, and attend to one’s
own thoughts and feelings as they apply to the skills described above.
FDNT 143 Current Issues in Nutrition and Wellness 3c-0l-3cr
Introduces contemporary nutrition issues as they relate to personal food
choices and overall health. Completion of FDNT 143 fulfills the Liberal
Studies Dimensions of Wellness requirement. Other 143 courses will also
fulfill this requirement, and any of these courses may be substituted for
each other and may be used interchangeably for D/F repeats but may not be
counted for duplicate credit.
NURS 101 Disaster Awareness 1c-0l-1cr
A basic understanding of the essentials of disaster planning, responding to
mass casualty incidents, and postdisaster restoration of basic public health.
Introduces a basic overview of health issues caused by biological, chemical,
explosive, and natural disasters.
NURS 143 Healthy People—Promoting Wellness 3c-0l-3cr
An introduction to the pathway of health and wellness through contributions to one’s environment and community. The interconnectedness of self,
others, nature, and society on one’s health and wellness is emphasized. Students are guided through decision-making processes regarding life choices
to maximize personal well-being. A personal wellness plan that incorporates aspects of physical and social health is developed using the Healthy
People framework. Completion of NURS 143 fulfills the Liberal Studies
Dimensions of Wellness requirement. Other 143 courses will also fulfill this
requirement, and any of these courses may be substituted for each other and
may be used interchangeably for D/F repeats but may not be counted for
duplicate credit.
COUN 253 Counseling in School Settings 3c-0l-3cr
An elective course providing in-service teachers and school personnel, other
than counselors, with a basic understanding of the knowledge, information,
and skills appropriate to counseling with individuals and groups. Restricted
to peer tutors.
KHSS 251 Foundations of Safety and Emergency Health Care 3c-0l-3cr
Focuses on accident prevention, injury control, and first responder’s skills. Emphasizes identification of causes of accidents, recommended countermeasures, and mitigation. American Red Cross certifications are issued in (1) standard first aid, (2) community CPR, (3) instructor of standard first aid, and (4) instructor of community CPR.
MUHI 223 Musical Cultures from Around the World 3c-0l-3cr
Explores a variety of world cultures through their music. Focuses on music
as a product and reflection of culture as well as an aesthetic art form. Introduces the basic elements of music, identifies the musical styles of different
cultures, and analyzes how music communicates and reflects cultural values
which enrich the lives of people in these communities. Provides concert attendance opportunities to gain familiarity with musical events in communities and reflect on the role of the individual in these musical culture.
PHIL 240 Philosophy and the Good Life 3c-0l-3cr
Examines philosophical attempts to say what it means to live a good life. Is
living a good life simply about maximizing the pleasure one experiences?
Does a good life require religious faith? Is being virtuous essential to living
a good life? Historical thinkers considered may include Plato, Aristotle,
Confucius, Laozi, Augustine, Aquinas, Rousseau, Nietzsche, and Russell.
Contemporary philosophical work on happiness informed by empirical
research may also be considered.
RGPL 410 Community Participation and Civic Engagement Seminar 3c-0l-3cr
Introduces recent participatory planning and civic renewal initiatives within
“communities of place” in the United States. Particular attention is directed
toward understanding how planners, citizens, community-based organizations, and local institutions engage in the public work of civic creativity,
asset mobilization, and community development. Participatory planning
techniques and community facilitation tools are discussed and demonstrated. Civic associations in Indiana County and southwest Pennsylvania are
highlighted as cases.
ENGL 338 Personal Mythology 3c-0l-3cr (T-American)
Explores the role of mythology and archetypes in society. Students will use these ideas to examine their lives through a mythic lens and tell their life story as a myth.
PHIL 390 Philosophy of Human Nature 3c-0l-3cr
Examines philosophical theories of human nature, including how traditional
philosophical debates about the mind, morality, persons, and freedom are
informed by recent empirical work in the cognitive sciences. Topics covered
may include philosophical and scientific debates about the innate content and structure of the human mind, moral judgment, the possibility of free
will, the extent to which human beings are rational, and the nature of the
self and self-knowledge. Connections between conceptions of human nature
and political philosophy, as well as bioethical issues concerning enhancement and transhumanism, may also be discussed.
(Capstone)
SOC 417 Global Service Learning 3c-0l-3cr
Prerequisites: SOC 151 or 161 or instructor permission
A forum for critical reflection on community-driven service, cross-cultural
experiences, and global citizenship. Progresses through a framework, which
explicitly links personal experience and readings with regular writing assignments in a journal and class discussion. Reflects on both the purposes
of their service work as well as on its limits as a response to specific
needs within the community, and more general problems of social justice.
Through the experience of interaction and reflection, students learn to apply
knowledge and skills in the real world, exercise critical thinking, develop
self-learning and helping skills, develop societal knowledge and sensitivity,
and enhance personal development. Explores issues of social responsibility
and citizenship in relation to the social problems with which they become
acquainted through their community work.
MINOR IN PROFESSIONAL TEAMWORK AND LEADERSHIP
at Indiana University of Pennsylvania in Indiana, Pennsylvania
Courses Needed for the Minor
All three pathways require the following core courses. See the Undergraduate Catalog for course descriptions (PDF).
• SOC 161: Foundations of Sociology: Social Relations in Groups and Organizations (3 credits)
• THTR 161: Introduction to Theater: Interpersonal Practices (3 credits)
• MGMT 461: Organizational Leadership Theory (3 credits)
• LDSP 461: Leadership Capstone (1 credit)
• Any 100-Level PHIL course (3 credits)
PHIL 101 Critical Thinking 3c-0l-3cr
An introduction to basic principles of informal logic and critical thinking. An emphasis is on different kinds of arguments, methods of argument evaluation, and the analysis of arguments as they arise in various contexts, such as political debate, advertising, science, law, and ethics.
You'll cover the remaining 6-7 credits of the minor with requirements outlined by the pathway you choose.
1. Applications of Teamwork and Leadership
• COMM 261: Teamwork and Communication Skills for College and Career
• Any teamwork intensive course: If possible, take an in-major, teamwork-intensive course or elective. Be sure the section chosen has the teamwork-intensive designation. (3-4 credits)
ECED 499 Advocacy and Collaboration in Diverse Families and Communities 3c-0l-3cr
Provides students with understanding and skills in multicultural approaches
to education that enable them to recognize and respect the diversities that all
their students bring to school and to also become effective advocates as they
collaborate successfully with diverse families and communities.
AMF Grief Support for College Students
The National Students of AMF Support Network is a nonprofit organization dedicated to supporting college students grieving the illness or death of a loved one. The organization accomplishes its mission by creating Students of AMF Campus Chapters on college campuses nationwide that connect and empower grieving college students to support one another and participate in community service in memory of deceased loved ones, raising awareness about the needs of grieving college students, including through the annual National College Student Grief Awareness Week, and hosting national grief support programs, such as the “We Get It” Supportive Blog, and events, such as the National Conference on College Student Grief.
Ascension Meditiation and Yoga Association
The mission of the Ascension Meditation and Yoga Association (AMYA) is to promote meditation, yoga, and discussion for spiritual growth and stress management. Membership in this organization is open to all members of the IUP community, IUP retirees, and the Indiana community
Diversity Peer Educators
Diversity Peer Educators are a group of IUP students passionate about diversity and multiculturalism. We facilitate a variety of activities for groups on campus regarding social justice topics including race, class, gender, sexuality, and so forth. We recruit a new cohort of members once a semester to begin training. The organization seeks to teach its members inclusive language, public speaking skills, and the ability to educate its peers.
Tabletop Gaming Club
The mission of this organization is to gain an appreciation and understanding for tabletop games while forming connection with like-minded individuals.
We believe that board games are a fun way to socialize, allowing people to have fun and meet and make new friends. We play different types of games, such as cooperative, strategy, micro, worker placement, historical, and sports games. We even have members who travel to the World Boardgaming Championships every year! Come join the fun: no experience necessary!
Master of Arts in Communication
at the University of Nebraska-Omaha
Degree Requirements
Required Courses
The core courses provide basic, intensive and broad coverage of communication as a field of advanced study. The core integrates mass and speech communication theories and research methodologies from all aspects of the discipline. If a student fails to achieve an average grade of “B” (3.0/4.0) in the overall core, the student may retake each core course with a grade below “B” once, and must obtain an average grade of “B” or higher to remain in the program. The core courses must be completed within the first 18-21 credit hours of a student's program (This requirement may be waived for students entering the communication graduate program with approved graduate credits to be used in the plan of study).
Project Option
Code Title Credits
Required Core Courses
The 12 hours of required courses listed below must be completed with an average grade of “B” or better:
COMM 8010 COMMUNICATION RESEARCH METHODS SEMINAR: QUANTITATIVE 3
COMM 8020 COMMUNICATION RESEARCH METHODS SEMINAR: QUALITATIVE 3
COMM 8470 FOUNDATIONS SEMINAR: COMMUNICATION STUDIES 3
COMM 8570 FOUNDATIONS SEMINAR: JOURNALISM AND MEDIA COMMUNICATION 3
Graduate Only Seminar 3
Students are required to take one graduate only (8xx0 or 9xx0 level with no undergraduate dual-listing) three credit seminar during their program. This course may either come from the School of Communication or another graduate program in conusultation with and advisement with the GPC.
Electives
Select 15 elective hours in consultation with the graduate program chair. These will be denoted as either; COMM, CMST, or JMC. No more than 12 hours from outside the school may be counted toward degree requirements. Electives must be completed with an average grade of "B" or better to maintain GPA requirements for program and University. 15
COMM 8970 GRADUATE PROJECT 3
Total Credits 33
Course List
The project, in lieu of a thesis, is based on a proposal approved by the student’s committee. The student must complete a project which is defended orally before his or her project committee.
Courses
CMST 8126 COMMUNICATION AND SOCIAL PROTEST
CMST 8146 COMMUNICATION AND HUMAN RELATIONSHIPS
CMST 8166 COMMUNICATION FOR INSTRUCTIONAL SETTINGS
CMST 8186 COMMUNICATION LEADERSHIP AND POWER AND ORGANIZATIONS
CMST 8516 PERSUASION AND SOCIAL INFLUENCE
CMST 8556 NONVERBAL COMMUNICATION
CMST 8576 INTERCULTURAL COMMUNICATION IN THE GLOBAL WORKPLACE
CMST 8706 INTERPERSONAL CONFLICT
CMST 8806 ADVANCED CONFLICT MEDIATION
COMM 8110 GRADUATE TEACHING ASSISTANT SEMINAR
COMM 8180 TOPICAL SEMINAR: COMMUNICATION STUDIES: SUPERPOWERS AND COMMUNICATION (T-AMERICA)
Graduate Minor in Collaboration Science (T-American)
at the University of Nebraska-Omaha
The graduate minor requires taking all 5 courses.
Concentration in Collaboration Science
T.E.A.M. = Together Everyone Achieves More!
Overview
Collaboration Science is the study of individual, group, organizational, and societal factors affecting groups of people working together toward a shared goal. Groups create value only when they achieve more than individual members would have achieved on their own.
Program Structure
In addition to the 24 credit-hour MBA core curriculum, a concentration in Collaboration Science requires completion of the course work below.
A concentration shall include at least nine (9) credit hours to be completed from at least two academic departments.
Course Number Course Title Description Credits
BSAD 8096 Principles of Collaboration (Required) Students will work with techniques for team leadership, interpersonal collaboration, consensus-building, creative problem solving, negotiation, facilitation, group process design, collaborative workspace design, and collaboration engineering. Students will gain hands-on experience with collaboration technologies.
Prereq: Graduate. Not open to nondegree students. 3
Select two (2) courses from the list below:
CMST 8566 Communication, Teamwork & Facilitation This course focuses on the communication practices, process tools, and theory associated with team problem solving, group discussion, facilitation skills, facilitative leadership, meeting management, and training in effective group interaction.
Prereq: None 3
CMST 8806 Conflict Mediation This course develops knowledge of mediation theory, research, and practice and communication skills essential to the effective mediation of disputes in various contexts.
Prereq: Graduate major in Communication or instructor permission. 3
ISQA 8250 Facilitation of Collaborative Problem Solving The course focuses on the facilitation of collaborative problemsolving and decision making processes. Students learn how to design and facilitate collaborative workshops, with support from both paper-based and electronic meeting tools. The course is hands-on and experiential, with students working in small teams to conduct real workshops.
Prereq: None 3
Certificate in Trauma-Informed Care (T-American)
at the University of Nebraska-Omaha
BEHAVIORAL HEALTH EDUCATION CENTER OF NEBRASKA
Courses
Introduction to Mindfulness Skills - Mindful Practice is “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 1994). The goal of mindful practice is a reduction of suffering and an increase in happiness. Learning objectives based on Marsha Linehan’s Dialectical Behavior Therapy include:
• Describe three States of Mind and how each relates to the cultivation of Wise Mind
• Define and describe the three "What" skills (Observe, Describe and Participate)
• Define and describe the three "How" skills (Nonjudgementally, One-mindfully and Effectively)
• Practice mindfulness skills
Trauma 101 & Recovery -Trauma informed care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges this role that trauma has played in their lives. Attendees will learn how trauma affects consumers seeking services, what trauma informed care is, how to create safe environments for persons served, and ways to avoid re-traumatizing practices. Trauma 101 training is a pre-requisite to attend the Training of Trainers workshop for Orientation for Trauma Informed Care.
Child Mental Health First Aid (T-American) -- This program teaches teens and adults how to care for children (age 0-11) in distress. It introduces Adverse Childhood Experiences, mental illnesses and disabilities common in children, healthy and unhealthy childhood development, impacts of childhood trauma on development, risk factors, and resilience factors. Topics covered include family trauma, death of a relative, divorce, child abuse, house fires, moving, and other challenges typical of childhood.
Youth Mental Health First Aid - Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.
Adult Mental Health First Aid - This 8-hour public adult education program is appropriate for anyone 18 years and older who wants to learn how to help a person who may be experiencing a mental health related crisis or problem. Topics covered include anxiety, depression, psychosis, and addictions. MHFA is offered in the form of an interactive 8-hour course that presents an overview of mental illness and substance use disorders and introduces participants to risk factors and warning signs of mental health problems, builds understanding of their impact, and overviews common treatments.
Strategies for Restoring & Empowering Traumatized Youth - This Trauma Informed Care course provides specific tools and strategies to help staff engage youth and support emotional self-regulation. Trauma specific interventions and recovery resources are shared. Attendees will improve their understanding of how youth are affected by trauma, learn strategies to support positive coping and emotional self-regulation for youth and staff, and improve their knowledge of recovery and trauma specific treatment interventions and resources.
Calmer Classrooms: Working with Traumatized Students - Trauma informed care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives. School personnel need education how childhood trauma affects students, what trauma informed care is, how to create a safe environment for all students, and ways to avoid re-traumatizing practices. Specific classroom tools/strategies will be discussed to help staff engage students in the learning process and support emotional self-regulation.
Training of Trainers Workshop: Orientation for Trauma Informed Care - Individuals attending this 7 hour Training of Trainers workshop will be prepared to provide the Trauma 101 & Recovery training for staff within their agency or within the community. These trainers will be offered a curriculum (manual and flash drive) designed to offer basic knowledge, skills and values of trauma informed care. Participants will also review and practice methods of delivering the training information. Participants are required to have taken a Trauma 101 training prior to attending the TOT.
Cornhusker Speech & Debate Team
The University of Nebraska-Lincoln is currently looking for students who are interested in continuing their Speech & Debate experience in college. The Cornhusker Speech & Debate Team enjoys a long and storied tradition. Forensics has been a part of the University of Nebraska-Lincoln for over hundred years. During that time thousands of students have participated in the Speech & Debate program. Today, the program continues to grow and welcome students from all over the state and nation.
The Cornhusker Speech & Debate Team is open to all students regardless of previous experience. It is our philosophy that forensics should be open to any student who is interested and willing to work hard. Students have the opportunity to participate in 11 different speech events and two different forms of debate. Being a member of the UNL forensics team means you have the opportunity to travel regionally and nationally to the top college forensics tournament.
Outdoor Venture Center (OVC)
The Outdoor Venture Center challenges participants to reach beyond their perceived personal limits physically, mentally and socially. It fosters appreciation for the natural environment, develops leadership abilities, and encourages relationship growth.
Experience The Elements
The OVC offers a variety of adventure activities for the UNO community and the general public. The OVC includes a state of the art climbing wall, rental center, and organizes trips and workshops each semester, ranging from local workshops to advanced overnight trips in activities such as rock climbing, paddling, hiking, camping, skiing and biking.
Rainbow Readers Book Club
Join UNO's Queer and Trans Services for this LGBTQ-centric book club.
The University of Nebraska at Omaha's (UNO) Queer and Trans Services (QTS) Student Agency invites all students to join them for the Rainbow Readers Book Club, an LGBTQ-centrick book club.
The club meets the third Thursday of every month from 6 P.M. - 10 P.M. in the QTS office (MBSC 116).
The Student Service and Leadership Collaborative
The Student Service and Leadership Collaborative (The Collaborative) is a significant new program at UNO. This student-led program was created to organize and coordinate university-wide community service and volunteering opportunities. The goal of this program is to help students create positive social change in our community and develop new skills that will benefit them during their college years and beyond.
Get Involved with The Collaborative:
• Want to hear about our student employment position? We have the information here.
• Passionate about service and volunteerism? We have a great opportunity for you.
• Do you have an idea for The Collaborative? We want to hear it.
• Interested in learning more about this program? Here's what we have to say.
Research shows that students involved in community activities, like service learning or volunteerism, while in college are more likely to stay in school, graduate, find a job, maintain employment, and be involved in community leadership after graduation.
The Collaborative’s inclusive programming model will provide students and volunteers with great opportunities to engage with the community both locally and beyond. Thanks to this program, students and nonprofit organizations can come together to create service projects that address one or more of the current social issue areas affecting our community.
Student leaders support six primary community service areas in The Collaborative:
Educational Support
Support for this issue area includes programs that address the educational and learning needs and inequalities within the community, as well as the nation and the world. The Collaborative partners with outside organizations to develop service projects that address education and devote efforts to those in need.
Economic Sufficiency
Support for this issue area includes programs that address the causes, consequences, and solutions to poverty, with a special focus on meeting the economic needs of those affected by poverty. The Collaborative partners with outside organizations to develop service projects that address poverty while serving those affected by it.
Environmental Stewardship
Support for this issue area includes programs that address the need for the improvement of our environment through sustainability and awareness. The Collaborative partners with outside organizations to develop service projects that address and facilitate sustainability and the improvement of our environment.
Health and Wellness
Support for this issue area includes programs that bring awareness to the health and wellness needs of everyone, including specific health concerns of the ill, the aged, those with disabilities, and others in need, while advocating for healthy lifestyles. The Collaborative partners with outside organizations to develop service projects that promote overall health and wellness, bring awareness to specific health concerns of the community, and devote efforts to the ill, the aged, those with disabilities, and others in need.
International Service
Support for this issue area includes programs that address international needs and concerns while devoting efforts to both local populations (refugees, immigrants, exchange students, etc.) and those engaged in international travel. The Collaborative partners with outside organizations to develop service projects that address international concerns and serve local and international populations.
Social Justice
Support for this issues area includes programs that address inequality and corrupt social structures while devoting special efforts to meet the social needs of underprivileged populations. The Collaborative partners with outside organizations to develop service projects that devote efforts to underprivileged populations and address the local, national, and international social structures in underserved communities.