UNI Community Service Projects Inventory
1.
American Humanics AmeriCorps*ProCorp
Project title:
Number of participating
354
Number of service Hours: 171800
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
The University of Northern Iowas Camp Adventure" Youth Services program has been designated as an
AmeriCorp*ProCorps host site. The AmeriCorp*ProCorps program, is offered in partnership with American
Humanics, Inc. and targeted to place students and alumni of AH-affiliated campuses in paid AmeriCorps positions as
volunteer coordinators and/or at-risk youth workers. University of Northern Iowa students who participate in Camp
Adventure" Youth Services are eligible to receive the AmeriCorps*ProCorps Education Award Funding. From 2006 to
2008, 557 students earned $838,565 in AmeriCorps*ProCorps funding that can be applied toward future tuition and/or
to repay federal loans.
Students participating in AmeriCorps*ProCorps through Camp Adventure" Youth Services engage in service both
during the academic year and during the summer. Students benefit from gaining skills in areas of program planning,
risk management, behavior management, conflict resolution, professionalism, diversity, health, and youth
development. Camp Adventure" Youth Services students service child and youth in all branches of the military, parks
and recreation departments, country clubs, US Embassies, and international schools.
Children and youth in these various programs benefit from high quality, high impact programs. Camp Adventure"
Youth Services enables Child and Development Centers and School Age Care Programs to provide and support to
military dependents. Due to increasing pressures and staff storages from the ongoing War on Terrorism, Camp
Adventure" Youth Services has provided an invaluable service to the children and youth of deployed soldiers.
Did students get academic credit for this experience? Yes
If applicable: Course No: 430:141g, 430:144g, 430:165g
Course Title: Field Experience in Camp Counseling, Camp Management Systems, Leisure
Services Field Experience
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Page 1 of 162
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: julianne.gassman@uni.edu
Page 2 of 162
UNI Community Service Projects Inventory
2.
Family Services Interns for 2008-09
Project title:
Number of participating
41
Number of service Hours: 16400
students
Number of participating
5
Number of service Hours: 900
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
X Housing
X
Hunger
X Mentoring
X Other
X
Senior Citizen Services
X Special Needs Support for the Disabled X Tutoring
Youth Development
X
Narrative block:
Family Services interns are placed in a variety of community based organizations, usually non-profits. They each
complete a minimum of 400 hours of direct service to their agency. This is designed to be the culminating experience
for Family Service majors.
Examples of placements: food bank, Family and Children's Council, Seeds of Hope, Bremwood, CASA (Court
Appointed Special Advocates), youth-at-risk, Cooperative Extension Service, emergency shelter, hospice, area agency
on aging, boys and girls clubs, scouts, after school programs, nursing homes, hospitals, teen parenting programs,
family planning clinics, juvenile court services, recreation services, senior centers, assisted living for differently abled
individuals, etc.
Did students get academic credit for this experience? Yes
If applicable: Course No: 31F:195
Course Title: Internship in Family Services
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
X
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
X
community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 3 of 162
X
UNI Community Service Projects Inventory
3.
UNI Museums Public Programming
Project title:
Number of participating
26
Number of service Hours: 9152
students
Number of participating
6
Number of service Hours: 4200
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
The UNI Museums served the community over the past year in the following ways:
" Free admission to permanent and traveling exhibits ("Visions of Africa", "Our World in Focus", "Death Perception")
seen by 14,300 people
" Programs for school groups (PreK-12) on a variety of topics related to nature and culture that reached 5,350 kids
" Special youth and adult educational programs (1,600 people)
" Outreach programs such as lending "traveling trunks" of educational materials to teachers for classroom use, and
youth activities at Sturgis Falls (9,323 people)
" Outreach through presentations to community groups and satellite exhibits around the community (seen by
approximately 60,000 people)
" Responding to public inquiries into history of Iowa's rural schools (57 inquiries)
During the year, the UNI Museums collaborated with the following agencies to serve the community:
" Iowa Public Television (for rural school documentary that won Emmy)
" University of Iowa
" Palmer Institute
" Office of State Archaeologist
" 12 area Pre-K child care centers
" Traer Cultural Center
" 60 PreK-12 schools throughout NE Iowa (13 counties)
" Regional Boy Scouts & Girl Scouts
" Cedar Valley Cultural Alliance
" Cedar Falls & Waterloo Public Libraries
" Iowa Department of Criminal Investigation
" Cedar Falls Tourism & Visitors Bureau
" Waterloo Conference & Visitors Bureau
" American Association of University Women
" University Book & Supply, Barnes & Noble, & B. Dalton
In all facets of the Museums work, 28 student interns were involved in the design and delivery of public projects:
" History 12 undergraduate; 6 graduate students
" Anthropology 1 undergraduates
" Communications/Public relations 3 undergraduates
" Education 3 undergraduates; 1 graduate student
" Theatre 1 undergraduate
" Biology 1 undergraduate
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UNI Community Service Projects Inventory
Did students get academic credit for this experience? Yes
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
X
X
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
X
community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. The UNI Museums regularly collect
information from visitors as to what topics of current interest that they would like to see us address in our
exhibits and educational programming. We then use these requests to guide the creation of exhibits, talks and
educational materials such as traveling trunks used by regional educators in their classrooms.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
The UNI Museums conduct visitor and teacher surveys on an on-going basis to ensure that our exhibits and
educational programming are meeting area curricular needs and benchmarks.
Your e-mail address: sue.grosboll@uni.edu
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X
UNI Community Service Projects Inventory
4.
Relay for Life
Project title:
Number of participating
96
Number of service Hours: 10000
students
Number of participating
5
Number of service Hours: 500
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Relay For Life is the American Cancer Societys trademark fundraising event where teams of 8 to 15 people form to
raise money and take turns walking around a track during the 12 hour event. Teams form from businesses, clubs,
families, friends, hospitals, churches, schools, and service organizations with a common purpose to support the
American Cancer Society in its fight to find a cure for this disease. Relay For Life of UNI raised a total of $67,475.18
last year with a total of 89 teams. We were recently recognized as the 2009 top fundraising school per capita in the
Midwest Division (Iowa, South Dakota, Minnesota, and Wisconsin) for a school of our size.
We do not get academic credit this organization; it is strictly volunteer! Our goal this year is to raise $80,000 and
really believe that we can do it! We currently have a committee of 150 members, so we are well supported! The 2010
Relay For Life at UNI will be held on April 9th and 10th. Let me know if you need anymore information!
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: stacey.christensen@uni.edu
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UNI Community Service Projects Inventory
5.
Special Olympics
Project title:
Number of participating
800
Number of service Hours: 9000
students
Number of participating
20
Number of service Hours: 1200
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
Youth Development
X
Narrative block:
More than 800 UNI students, 20 faculty members, and 50 citizens from the Cedar Falls/Waterloo community assisted
with the Special Olympics events involving 25 teams from Northeast Iowa during the 2008-2009 academic year. They
assisted with separate events in soccer skills, bowling, roller skating, basketball skills, track and field, swimming, and
Challenge Day. Many of these events were held on the UNI campus. There was on average one university student
volunteer for every two Special Olympic athletes competing. Also, 55 students helped with the statewide Winter
Games in Dubuque in January, and 12 students helped with State Summer Games in Ames in May. The volunteers
came from all areas of the campus, including Leisure Services, athletics, fraternities, sororities, and various clubs. The
volunteers provided coaching, supervision, and encouragement, as well as helping set-up and run the various events.
The student leaders underwent a training session in advance of each competition, and the other students were trained
right before the start of the event. Students who volunteered have repeatedly remarked that this was one of the most
meaningful activities of their college careers. For the Special Olympic athletes, the personal attention and mentoring
which occurred were significant affirmations of their efforts and their worth as individuals. The best part was that
everyone had a lot of fun!
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address:
Page 7 of 162
X
UNI Community Service Projects Inventory
6.
UNI Partnership with Salvation Army Waterloo-Cedar Falls Iowa
Project title:
Number of participating
100
Number of service Hours: 6000
students
Number of participating
3
Number of service Hours: 2000
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
X
Narrative block:
UNI and the Waterloo Cedar Falls Salvation Army teamed up to offer a year-long program of education for 100 K-6
students (95% African-American and 85% female) in a 3-8:00 p.m. after school program at the Salvation Army (10 am
6 on during the summer). Students and UNI volunteers met 2-4 times per week.
The program focused on scholarly pursuits, music education, improving self-image, and fun.
Many UNI students and community people volunteered their time throughout the year. UNI students numbered about
42, including 12 athletes, the UNI dance team, art education majors, and a sorority.
Students has the opportunity to meet and converse with UNI leaders and students and community leaders, including
UNI President Allen, city council members, business leaders, a community activist, and an African-American sorority.
A wide range of activities were involved. Students read books, worked on homework with tutors, learned etiquette,
played basketball (each received her/his own basketball also), wrote and played music with assistance from a
musician, created art work, and became part of a choice. The program culminated in a concert they performed at the
renowned Gallagher-Bluedorn Performing Arts Center on August 7, 2009. Included in the conference was a
performance with the Grammy-nominated gospel pop trio TRIN-I-TEE 5:7; the group performed as a group and with
the students.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below. The Salvation Army desires to continue
with an After School Program as its center. It is presently seeking leadership and volunteers. The Waterloo
community is seeking venues to improve culture awareness to prevent violence in teens.
b. What unmet community needs have you identified? Violence in youth in the Waterloo area. Black and white
collaboration on projects. Effective leadership needed in Non-profit organizations. Volunteering needed for
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X
UNI Community Service Projects Inventory
collaboration on projects. Effective leadership needed in Non-profit organizations. Volunteering needed for
children in the Metro area. Opportunities to experience UNI programs for after school programs.
What efforts have you made to evaluate the effectiveness of your service projects?
Evaluations is documented in photos, DVD and responses from the T57 concerts.
Your e-mail address: geraldine.perreault@uni.edu
Page 9 of 162
UNI Community Service Projects Inventory
7.
People Get Ready: Making Dreams Become Realities
Project title:
Number of participating
100
Number of service Hours: 6000
students
Number of participating
3
Number of service Hours: 2000
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
X
Narrative block:
At The Salvation Army in Waterloo, there are 100 students in grades K-6 that attend the After School Program. During
the school year from 3 to 8 pm, the children find a safe place to go and be fed. The program filled their hearts with
faith, music, academic activities, and encouragement. The music program culminated with a concert at the GBPAC
with Trin-i-tee 5:7. (a Grammy nominated Trio). The concert was hosted by UNI. People Get Ready challenged the
children of the Cedar Valley to embrace music and scholastic pursuits through which goals and dreams were formed
and achieved. Dreams became realities. Through a safe environment, there will always be a foundation of the Gospel
message of The Salvation Army.
Services Provided: UNI Teacher Education Majors volunteered to lend activities every night at the Center. UNI
students received the Volunteer of the Year Award for 2008-2009 from The Salvation Army. The project's benefits to
individuals and the Metro community are recorded on a DVD of the concert on Augst 7th at GBPAC (available for
viewing). Benefits also include reviews in the Waterloo Courier.
Student participation was during the regular 2008-09 academic year and during the summer. Collaborations included
K-12 schools, UNIcue and Waterloo Community Schools, and The Salvation Army. The project was supported and
funded by UNI Alumni.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. The Salvation Army desires to continue
with an After School Program as its center. It is presently seeking leadership and volunteers. The Waterloo
community is seeking venues to improve culture awareness to prevent violence in teens.
b. What unmet community needs have you identified? Violence in youth in the Waterloo area. Black and white
collaboration on projects. Effective leadership needed in Non-profit organizations. Volunteering needed for
children in the Metro area. Opportunities to experience UNI programs for after school programs.
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UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
Evaluations is documented in photos, DVD and responses from the T57 concerts.
Your e-mail address: kathy.oakland@uni.edu
Page 11 of 162
UNI Community Service Projects Inventory
8.
Disaster Recovery Assistance
Project title:
Number of participating
17
Number of service Hours: 2820
students
Number of participating
52
Number of service Hours: 4781
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
X
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
83 out of Iowas 99 counties were declared disaster areas by the federal government as a result of the tornadoes and
flooding in late spring and summer of 2008. UNI students, faculty and staff provided an array of relief and recovery
efforts in response to these disasters. An emergency shelter was set up in the West Gym, providing housing for
roughly 100 disaster victims. Counselors from UNIs Educational Psychology Department offered services at
Parkersburg Community Schools. UNI students assisted with Parkersburg Camp Falcon Pride by providing a 6-week
no-fee summer day camp for 98 children affected by the disasters. The University also housed more than 600
individuals from FEMA, the Red Cross and AmeriCorps in multiple residence halls. In addition, FEMA set up
emergency relief offices in the Towers facility and a FEMA / Red Cross processing center in the McLeod Center for
disaster victims seeking assistance.
The UNI Regional Business Center (RBC) hosted community meetings with NE Iowa small businesses affected by the
disasters. Roughly 400 affected entrepreneurs attended these sessions where information was shared and their
short-term needs were assessed. Hundreds more continue to be served through the MyEntre.Net system, an integrated
online community for entrepreneurs. The RBC also established a drop-in counseling center in Parkersburg, providing
an easily accessible resource center for disaster-affected small business owners. Students have been actively engaged
in providing this critical disaster recovery assistance by organizing webinars and providing research and technical
assistance.
The Institute for Decision Making (IDM) staff and student interns have dedicated substantial resources to recovery
and reconstruction efforts in Parkersburg / Butler County. Specifically, IDM guided community leaders through the
community input and decision making process determining priority steps to focus public and private resources.
IDM has been assisted in this process by several UNI faculty members.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
X
community.
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UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: randy.pilkington@uni.edu
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UNI Community Service Projects Inventory
9.
Partnership Between UNI and Central Middle School in Waterloo, Iowa
Project title:
Number of participating
80
Number of service Hours: 7000
students
Number of participating
2
Number of service Hours: 150
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
Narrative block:
The University of Northern Iowa (UNI) has an on-going partnership with Central Middle School (CMS) in Waterloo,
Iowa. CMS is considered a high risk school; (67% qualify for free or reduced lunch) with a diverse population (34%
African-American students and 11% Hispanic). UNIs College of Education middle level education majors work with
CMS students during study hall and after school.
The partnership consists of three components:
1. UNI Students (60-70 per year) develop interactive and web-based curricular units that are then taught to the CMS
students. The topics are selected in consultation with CMS teachers.
2. UNI students (60-70 per year) tutor groups of 4-6 CMS students selected by CMS teachers.
3. UNI students (45 per year) volunteer as assistants with the Central Celebrates spring event for 600 CMS
students and their families; it is a combination orientation and fair. CMS students who will be entering 6^th grade,
along with their families, attend orientation activity. They and current 6^th , 7^th , and 8^th grade students and
families participate in a wide range of opportunitiesfrom face painting to basketball games to selecting free books to
computer lab activities.
Did students get academic credit for this experience? Yes
If applicable: Course No: 210:150g; 210:135g
Course Title: Middle Level Curriculum; Middle Level Socialization & Instructional
Strategies
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: geraldine.perreult@uni.edu
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UNI Community Service Projects Inventory
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UNI Community Service Projects Inventory
10.
Partnership between UNI and Central Middle School in Waterloo, Iowa
Project title:
Number of participating
600
Number of service Hours: 7000
students
Number of participating
2
Number of service Hours: 150
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
Narrative block:
The partnership between UNI and Central Middle School (CMS) is long-standing program begun in 1994. Currently,
Middle Level Majors enjoy several field experiences at Central Middle School. Each year, in the class 210:150,
Middle Level Curriculum, 60 - 70 UNI Middle Level Majors create curriculum by developing WebQuest units each
semester. Then they teach their units to CMS students to field test their curricula in a one to one or small group
setting. Each field experience includes 6 10 hours of teaching.
Each year, in the class, 210:135, Middle Level Socialization and Instructional Strategies, 60 - 70 Middle Level Majors
tutor CMS students during study hall or during the after-school program. The Central Middle School teachers group
the study hall students so each UNI future teacher has 4-6 CMS students in a small group. The after school numbers
vary.
Many Middle Level Majors volunteer to help CMS teachers and staff at their back-to-school night for parents and
students entitled Central Celebrates. Volunteer jobs vary, from serving the meal to painting the faces of young
adolescents. Typically, 35 45 UNI students volunteer for this event. Central Middle School is filled with students
and their families, numbering possibly 600.
Did students get academic credit for this experience? Yes
If applicable: Course No: 210:150g; 210:135g
Course Title: Middle Level Curriculum; Middle Level Socialization & Instructional
Strategies
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Students reflect on their experiences and self-aasess their dispositons.
Your e-mail address: jean.schneider@uni.edu
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UNI Community Service Projects Inventory
11.
Textile and Apparel Internship
Project title:
Number of participating
20
Number of service Hours: 6400
students
Number of participating
1
Number of service Hours: 150
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
All Textile and Apparel seniors must complete a 320 hour internship placement to graduate. Typically these are
completed in business involved in the design, construction/production, marketing, and/or sale of garments.
Did students get academic credit for this experience? Yes
If applicable: Course No: 31T:195
Course Title: Internship in Textile and Apparel
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
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UNI Community Service Projects Inventory
12.
Gerontology Interns
Project title:
Number of participating
10
Number of service Hours: 5770
students
Number of participating
1
Number of service Hours: 120
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled X Tutoring
Youth Development
Narrative block:
Gerontology interns complete either 250 or 720 hours of internship experience in nursing homes, assisted living,
independent living, or community based agencies that provide aging services.
Did students get academic credit for this experience? Yes
X
If applicable: Course No: 31G:195
Course Title: Internship in Gerontology
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 19 of 162
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UNI Community Service Projects Inventory
13.
Cedar Valley Community Entrepreneurship Support System
Project title:
Number of participating
6
Number of service Hours: 1596
students
Number of participating
11
Number of service Hours: 3850
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The UNI Regional Business Center (RBC) is actively involved in fostering entrepreneurship in the Cedar Valley
through a proactive entrepreneurship support system called MyEntre.Net. The MyEntre.Net system combines a
proven, community-driven support framework with advanced technologies in order to facilitate micro-enterprise
development.
The Cedar Valley MyEntre.Net initiative engages both community leaders and entrepreneurs through customized
technical assistance, enhanced access to capital (with the creation of a micro-loan fund), and critical networking
opportunities through an integrated online community. Additionally, a series of specialized networking events, called
EntreBash take place throughout the year, offering entrepreneurs the opportunity to interact face-to-face with other
local business owners in their community and with local service providers.
MyEntre.Net is based upon 3 key principles:
1. To create a supportive culture for entrepreneurial development
2. To bring collaborative service providers together to jointly serve entrepreneurs with a locally developed, highly
customized set of services, including technical assistance/training/networking and enhanced access to capital.
3. To provide an online community to link entrepreneurs to their peers, education, resources and the global economy.
A total of 6 students provide support and work closely with the 11 staff members involved in the facilitation of the
Cedar Valley MyEntre.Net initiative. During the academic year and as summer interns, these students gain hands-on
experience in community development, entrepreneurial empowerment and the important work of local service
providers. Collaborators include the state SBDC system, ISED Ventures, and Iowa State University Extension.
Funding support has been provided by the cities of Waterloo and Cedar Falls, the Greater Cedar Valley Alliance and a
special appropriation from the State of Iowa legislature.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Page 20 of 162
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. The Cedar Valley MyEntre.Net team
actively surveys and interviews participants in the MyEntre.Net program, identifying their needs and making
subsequent changes to programming, so that those needs are best met.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
The Cedar Valley MyEntre.Net team actively surveys and interviews participants in the MyEntre.Net program. Within
these assessments, participants are asked to rate their level of satisfaction with the services received through their
participation in this program.
Your e-mail address: randy.pilkington@uni.edu
Page 21 of 162
UNI Community Service Projects Inventory
14.
Interior Design Internship
Project title:
Number of participating
15
Number of service Hours: 4800
students
Number of participating
2
Number of service Hours: 300
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
X
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
All Interior Design seniors must complete a 320 hour internship to graduate. Typically these internships are completed
in some type of commercial firm such as an architecture, wholesale or retail furnishings, or some type of interior
design business.
Did students get academic credit for this experience? Yes
If applicable: Course No: 31I:195
Course Title: Internship in Interior Design
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 22 of 162
UNI Community Service Projects Inventory
15.
MBA Capstone Experience
Project title:
Number of participating
23
Number of service Hours: 4600
students
Number of participating
9
Number of service Hours: 40
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
X
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
The Capstone Experience is the comprehensive application of the MBA curriculum in a strategic context. Working in
small teams with a faculty adviser, students are asked to frame and analyze an issue posed by an area organization in
terms of a strategic business perspective. The team a) develops an enterprise level understanding of the organization's
industry and business model, b) applies an appropriate analytical framework to address the client's functional
concerns, c) presents recommendations to the client, and d) reports to the MBA faculty a summary of the situation and
its strategic analysis.
Clients are drawn primarily from businesses and non-profit organizations in northeast Iowa, and projects are
developed to meet the specific needs of the client, but typically address strategic planning, marketing analysis, process
analysis, or feasibility questions.
Clients have reported that the value of the consulting is in the $30K to $100K range, assuming that a consulting
company could be located in the region to take on the project. Typically the business are small and/or entrepreneurial
and face issues that are outside the scope of established management consulting firms.
Students are enrolled in a one unit academic course, but perform the work largely during the following summer.
Did students get academic credit for this experience? No
If applicable: Course No: 150:276
Course Title: Capstone Experience
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
X
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Client development is an ongoing process,
primarily following up on faculty and staff contacts with the community. An annual press release is also sent to
the regional media in an effort to generate awareness of the program.
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X
UNI Community Service Projects Inventory
b. What unmet community needs have you identified? Non-profit organizations need help with management,
governance, and programs. We try to include at least one non-profit in our client list each year, but our focus is
necessarily on business issues, and we don't have expertise in some key areas of non-profit management.
What efforts have you made to evaluate the effectiveness of your service projects?
Client feedback is solicited after each round of projects.
Your e-mail address: dale.cyphert@uni.edu
Page 24 of 162
UNI Community Service Projects Inventory
16.
Assessment of needs and grant writing assignment
Project title:
Number of participating
57
Number of service Hours: 3420
students
Number of participating
1
Number of service Hours: 500
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
X Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Students in Professional Practice course team with a non-profit agency to do an assessment of community needs that
might be met through grant-funding, then write grants for the agency in areas such as sex abuse prevention, healthy
babies, fathering, parent-to-parent (mentoring for new parents), correctional transitions, etc.
This is one of the assignments for this course.
Did students get academic credit for this experience? Yes
If applicable: Course No: 31F:190
Course Title: Professional Practice in Family Services
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 25 of 162
UNI Community Service Projects Inventory
17.
Service learning in the field
Project title:
Number of participating
75
Number of service Hours: 2625
students
Number of participating
2
Number of service Hours: 50
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
X Housing
Hunger
X Mentoring
X Other
X
Senior Citizen Services
X Special Needs Support for the Disabled X Tutoring
Youth Development
X
Narrative block:
All students in this course are required to complete 30-40 hours in a local non-profit, family serving agency such as
Family and Childrens Council, Hawkeye Area Agency on Aging, Waterloo Schools - Kids Cafe (after school
program), etc. These hours are completed outside of class time.
This was one component of the requirements for the course.
Did students get academic credit for this experience? Yes
If applicable: Course No: 31F:060
Course Title: Strategies and Issues in Family Services
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Some faculty, especially in Family Studies,
keep in contact with community agencies and partner with them to give students realistic experiences working
with issues.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Some as agencies provide feedback and review the suggestions presented by students, in some cases major portions of
student prepared grant proposals have been used by agencies.
Your e-mail address: howard.barnes@uni.edu
Page 26 of 162
UNI Community Service Projects Inventory
18.
Partnership between UNI and the People to People Ambassadors Program
Project title:
Number of participating
15
Number of service Hours: 2520
students
Number of participating
2
Number of service Hours: 105
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Since 2005, UNI has enjoyed a partnership with the People to People Ambassadors Program a program to promote
peace and understanding, founded by Dwight Eisenhower in 1956. Over 60 UNI future teachers have benefited from
this partnership as they served more than 720 youth. If selected to serve, education majors travel to Washington, DC
for the week of Spring Break to help with the World Leadership Forum. Following training, they facilitate groups of
middle school students to complete a rigorous curriculum as they tour Washington, DC and significant historical sites.
UNI future teachers return to UNI with a plethora of rich experiences with youth from all over the nation and world.
Not only have they, too, learned about American history and its leaders, but they learn about teaching in authentic
settings. They see and touch sites made famous by our nation's leaders, such as Abraham Lincoln and Robert E. Lee,
as their appreciation grows for this great country.
Following service for the World Leadership Summit, the education majors qualify to serve as facilitators for summer
Leadership Summits. The Leadership Summits are intended for middle and high school youth to increase their
leadership skills, be mentored in a possible future field of study (such as law), or provide an opportunity for talented
athletes to complete in an Olympic-style international setting.
Many UNI future teachers continue their relationship with the national/international program. For example, one UNI
student has traveled on 11 Summits, served as a lead facilitator several times, and traveled to Belgium and France
through the program.
The UNI coordinator of this partnership is Dr. Jean Schneider. The website for the Spring Break experience is as
follows: http://www.wlfstudentleaders.org/
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Page 27 of 162
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
UNI education majors return to campus and share their experiences in leading groups of young adolescents as they
tour Washington, DC and surrounding areas that are rich in history and significant in leadership development. UNI
education majors report that the experience has been the best or among the best experiences that they have
encountered at UNI. This semester, one student told other Middle Level Dual Majors, "They (the People to People
Ambassadors Programs) love UNI! I want you to know that you are getting a great education here at UNI!"
Your e-mail address: jean.schneider@uni.edu
Page 28 of 162
UNI Community Service Projects Inventory
19.
Business Communication Service Projects
Project title:
Number of participating
100
Number of service Hours: 2000
students
Number of participating
1
Number of service Hours: 40
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
X
Narrative block:
Projects vary each semester, but teams of students are required to perform a service for an external organization. The
projects have ranged from the preparation of advertising materials for Goodwill to creation of websites for
organizations, to event management for a Humane Society's pet care fair. In virtually all cases, the organization would
not have been able to hire professional writers, designers, or event managers, and would have done without the
service entirely.
This is a classroom assignment and students participate during regular academic sessions.
Did students get academic credit for this experience? Yes
If applicable: Course No: 150:113
Course Title: Business Communication
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: dale.cyphert@uni.edu
Page 29 of 162
UNI Community Service Projects Inventory
20.
AmeriCorps Interns
Project title:
Number of participating
3
Number of service Hours: 1800
students
Number of participating
1
Number of service Hours: 12
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
X
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Reconstruction of homes and businesses damaged by flooding; performing construction and "green" building tasks.
Also some work in State and County parks damaged by flooding.
Did students get academic credit for this experience? Yes
If applicable: Course No: 870:195
Course Title: Internship
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Assessments by field supervisors, faculty supervisor, and Interns' self assessments and journals.
Your e-mail address: james.walters@uni.edu
Page 30 of 162
X
UNI Community Service Projects Inventory
21.
History internships
Project title:
Number of participating
13
Number of service Hours: 1560
students
Number of participating
1
Number of service Hours: 45
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.
During 2008-2009, the Department of History had thirteen students enrolled in internships. Students in the UNI Public
History program at either the undergraduate or graduate level are required to participate in internships as a part of their
training. These students work in either paid or unpaid capacities for museums, historical societies, local, state, or
federal historical or archeological projects, nature preserves, and private businesses. They not only gain valuable
experience but also contribute in various ways to the preservation, presentation, interpretation, and documentation of
the written records and material culture of the past. Their work contributes to the education of current and future
generations, helps to promote economic development in the form of heritage tourism, and facilitates the cultivation of
a sense of community identity and cohesiveness by illuminating the historic foundations on which the community or
region rests.
Did students get academic credit for this experience? Yes
If applicable: Course No: 960:132g
Course Title: Internship in Historical Studies
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Page 31 of 162
Through interaction with citizens
who are experiencing the problem.
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UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Working with local institutions to identify
and preserve the material culture of the past.
b. What unmet community needs have you identified? Inadequate staffing in local institutions.
What efforts have you made to evaluate the effectiveness of your service projects?
We seek feedback from personnel supervising our interns.
Your e-mail address: Robert.martin@uni.edu
Page 32 of 162
UNI Community Service Projects Inventory
22.
Volunteer Income Tax Assistance (VITA)
Project title:
Number of participating
57
Number of service Hours: 1482
students
Number of participating
3
Number of service Hours: 109
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The Volunteer Income Tax Assistance (VITA) program is sponsored by the Internal Revenue Service. Its purpose is to
provide free income tax preparation assistance to low and moderate income taxpayers. UNI has operated a VITA site
for approximately 20 years.
UNI accounting students who have completed a comprehensive income tax course as part of their undergraduate
education receive additional training on issues common to VITA clients. Both students and faculty are certified by the
IRS each year to participate in VITA. UNI's site is open for two hours each two days a week beginning in late January
and running through April 15. Students meet with clients and prepare their state and federal income tax returns
electronically. UNI's VITA site has clients from throughout the Waterloo/Cedar Falls and surrounding communities.
UNI's site is unusual in that we prepare tax returns for international students. Individuals who are not U.S. citizens but
who work in the United States are required to file a special tax return called a 1040-NR. UNI students receive special
training to assist these taxpayers.
Participating students sign up for 120:144 and receive 1 hour of ungraded credit for their participation. Clients were
seen between the hours of 5:00 and 7:00 p.m.
During the 2009 tax season, VITA students prepared over 800 tax returns, including federal, non-resident alien, and
state tax returns.
Did students get academic credit for this experience? Yes
If applicable: Course No: 120:144
Course Title: Volunteer Income Tax Assistance
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
Page 33 of 162
X
UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
The IRS keeps statistics on the correctness of returns filed.
Your e-mail address: marty.wartick@uni.edu
Page 34 of 162
UNI Community Service Projects Inventory
23.
Student Art Exhibitions at the UNI Gallery of Art
Project title:
Number of participating
2056
Number of service Hours: 900
students
Number of participating
26
Number of service Hours: 500
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The UNI Gallery of Art provides exhibition space for five separate student-centered events every academic year, and
they are as follows: the Annual Juried Student Art Exhibition, the fall BFA Group Exhibition, and the spring BFA
Group Exhibition as well as two performance art evening events, one in the fall and one in the spring, titled
respectively Vertigo A-GoGo and Vertigo Mini. These exhibitions are an opportunity for UNI art students to show
their work in a professional setting and for all UNI students and the university and the outlying community to view
that work. The Annual Juried Student Art Exhibition is the best-attended event each year, though the BFA exhibits,
which run for a much shorter number of days in comparison, have impressive numbers as well. The Gallery tracks
attendance and logs all classes, groups, and organizations that visit the space so that we may keep track of those who
utilize our programming. All Gallery staff, except for the Director, are UNI students who either volunteer their time or
are paid a wage through state and federal Work Study funding. In addition to guard duties, the Gallery staff are
encouraged to learn other aspects of the museum profession such as art installation, marketing and publicity, event
organizing, and museum database entry. Through Gallery programming, UNI students are exposed to all aspects of art
display, exhibition design, and visual art/performance art marketing practice.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: darrell.taylor@uni.edu
Page 35 of 162
UNI Community Service Projects Inventory
24.
Middle Level Leadership Conference
Project title:
Number of participating
180
Number of service Hours: 1080
students
Number of participating
2
Number of service Hours: 66
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
At a meeting of the Student Association of Middle Level Educators (SAMLE), the speaker, Dr. Geraldine Perreault,
described a high school leadership conference to the SAMLE members. She asked if the SAMLE organization would
host a similar middle school conference. The members agreed, and the idea for the middle school leadership
conference was born. SAMLE members planned and implemented the leadership conference. In addition, a grant from
the Community Foundation of Northeast Iowa supported the organizations efforts to provide a quality conference for
the areas youth.
The leadership conference, E Pluribus Unum, was held in Fall 2006 with 53 middle school students and counselors
attending. The conference was held again during the Fall 2007 semester with over 60 participants. A third conference
is being planned for the Spring 2009 semester and planners are seeking funding through a new grant from the
Community Foundation.
The conference began with lively activities. Then the keynote speaker, Ms. N. Johnson, infused the young participants
with enthusiasm for leadership. UNIs Middle Level Majors led the 3 break-out sessions, while other Middle Level
Majors guided groups of students to the sessions, snacks, and lunch. Each break-out session presented an aspect of
diversity. One session examined stereotypes, one considered culture, and one looked at the concept of privilege. The
sessions were activity-oriented, and feedback on written evaluations was positive.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
Page 36 of 162
UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
Each time we conduct a Middle School Leadership Conference, we collect evaluation forms that all of the participants
fill out, including the students, counselors, and UNI Middle Level Majors. Feedback has been very positive.
Your e-mail address: jean.schneider@uni.edu
Page 37 of 162
UNI Community Service Projects Inventory
25.
Heart of Darkness Haunted House
Project title:
Number of participating
200
Number of service Hours: 1000
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Greek community members volunteer to help with a variety of tasks during the 12-date run of the Heart of Darkness
Haunted House. The funds they raise are donated to charity. This year over $1800 was raised for Magical Mix Kids
auction, which turned into $2200 raised at the auction.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 38 of 162
UNI Community Service Projects Inventory
26.
Student Leadership Center Workshop Series
Project title:
Number of participating
558
Number of service Hours: 1000
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Annual series of workshops for students on a variety of leadership topics. Facilitators have come from Target Corp.,
Iowa Character Counts, Boy Scouts of America, Principal, Hellman Marketing, as well as from UNI faculty and staff.
Students not only learn leadership skills, but get a chance to interact with community leaders.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Each program features a participant evaluation
Your e-mail address: lisa.kratz@uni.edu
Page 39 of 162
UNI Community Service Projects Inventory
27.
Field Experience: Public History (960:011)
Project title:
Number of participating
60
Number of service Hours: 900
students
Number of participating
1
Number of service Hours: 90
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.
This community engagement project is the one-hour co-requisite with Introduction to the Study of History (960:010).
It is essentially a Public History lab component of the course. During the 2008-2009 academic year, students
contributed fifteen hours of service in nine cooperating institutions, learning about applied history and helping the
institutions in which they worked with the identification, cataloging, organization, and preservation of materials. They
received valuable experience while providing much needed services to the staffs of the institutions in which they
worked.
Did students get academic credit for this experience? Yes
If applicable: Course No: 960:011
Course Title: Field Experience: Public History
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Seeking to identify needs in the area of
Public History.
b. What unmet community needs have you identified? Staffing needs in Public History institutions.
Page 40 of 162
X
UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
Seek feedback from staff who supervise our students.
Your e-mail address: Robert.martin@uni.edu
Page 41 of 162
UNI Community Service Projects Inventory
28.
University of Northern Iowa Classic Upward Bound Trio Program
Project title:
Number of participating
76
Number of service Hours: 448
students
Number of participating
5
Number of service Hours: 500
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
X Homelessness
X Housing
X
Hunger
X Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
X
Narrative block:
The University of Northern Iowa (UNI) Classic Upward Bound (CUB) Trio Program is an agent of change through
developing collaborative relationships with students, parents, schools, and the community and by providing services
and support which will enhance the academic skills and motivation of low income and first-generation students,
empowering them to complete high school, enter a post-secondary institution, and ultimately obtain at least a
Baccalaureate degree.
The UNI CUB program's services include: Academic Advising and Counseling, Personal and Career Counseling,
Supplemental Instruction and Tutorial Services, Financial Aid Counseling, Study Skills Development Workshops,
Academic Instruction, Cultural and Educational Enrichment Activities, College Admissions Assistance, Six Week
Summer Residential Program, and a Bridge Program. It is a year round program.
The UNI CUB program has a nearly 100% high school completion and college placement rate, as well as an 86%
college retention/graduation rate.
The UNI CUB program is funded by the U.S. Department of Education and the University of Northern Iowa.
Did students get academic credit for this experience? Yes
If applicable: Course No: 980:086
Course Title: African History and Culture
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Page 42 of 162
UNI Community Service Projects Inventory
Your e-mail address: wilfred.johnson@uni.edu
Page 43 of 162
UNI Community Service Projects Inventory
29.
Violence in Intimate Relationships
Project title:
Number of participating
4
Number of service Hours: 880
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
X Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
As a result of exposure to the Seeds of Hope Program during a class presenation, 6 students decided to take the
traininig program to provide services - about 30 hrs each for training - I have no way of knowing how many volunteer
hours they have completed since training.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 44 of 162
UNI Community Service Projects Inventory
30.
Career Ladders
Project title:
Number of participating
4
Number of service Hours: 768
students
Number of participating
2
Number of service Hours: 50
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Led by the University of Northern Iowas Institute for Decision Making (IDM), the Career Ladders program seeks to
help unemployed and low-wage workers upgrade their skills and obtain living wage jobsthose that pay enough
to support a family and offer health care, sick leave, and other important benefits.
Bringing together major employers in the Cedar Valley community, Career Ladders create various tiers of
employment opportunities. Program participants begin in the first tier with a full-time, entry-level position. Based on
the participants job performance, completion of financial education courses, and development of new skills, he or
she gradually moves up the ladder to higher-paying, more skilled positions. With time and good performance, the
participant will be able to enter the top tier of employment, becoming a well-trained and financially stable member of
the labor force.
Career ladders provide benefits for both workers and employers; workers are provided a direct path to living wage
jobs, while employers are provided with a pool of semi-skilled workers, increased diversity in their workforce and
improved retention and performance in low-skill positions. Through the utilization and enhancement of our existing
workforce, this project is able to provide many low-income individuals in the Cedar Valley with the assets that they
need to achieve living wage employment.
IDM actively engaged one graduate and three undergraduate students in the Career Ladders program during the
academic year. Opportunity Works also involved two UNI graduate students in the Career Ladder project.
Collaborators and supporters include employers in the Cedar Valley area, Hawkeye Community College, ISED
Ventures, Opportunity Works (a project of the Community Foundation of Waterloo/Cedar Falls and Northeast Iowa),
Operation Threshold, the Greater Cedar Valley Alliance and Iowa Workforce Development.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Page 45 of 162
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Participants are surveyed to gage their level of satisfaction with the Career Ladders program.
Your e-mail address: randy.pilkington@uni.edu
Page 46 of 162
UNI Community Service Projects Inventory
31.
Dr. Michael Fleming community involvement
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 805
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Iowa Accountability Advisory Bd member 8 hrs;
Cedar Valley United Way Bd of Directors 30 hrs;
CVUW Community Impact Team 35 hrs;
Seeds of Hope Bd of Dir 39 hrs;
Family & Children's Council various consultantcies 229 hrs;
East High School, Waterloo - Gender violence prevention 45 hrs;
NU Price Lab violence prevention training 15 hrs;
Waitt Institute for Violence Prevention, Sioux City - several projects 242 hrs;
Family Development & Self Sufficiency Council of Iowa, Dept of Human Rights 50 hrs
National Council on Family Relations - Certified Family Life Education related activities and leadership 112 hrs;
X
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
X
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
X
community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 47 of 162
X
UNI Community Service Projects Inventory
32.
Prevention of violence among youth
Project title:
Number of participating
1
Number of service Hours: 800
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
One student was involved in an Independent Study project for the Waitt Foundation for Violence Prevention - she
extended to stay to fill a position through this semester. Her focus is developing youth violence prevention initiatives
utilizing Facebook as the contact medium.
Did students get academic credit for this experience? Yes
If applicable: Course No:
Course Title: Independent Study
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 48 of 162
UNI Community Service Projects Inventory
33.
Teaching High School Mathematis (800-190)
Project title:
Number of participating
23
Number of service Hours: 690
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
In Teaching High School Mathematics (a methods class for mathematics teaching majors) students are required to
successfully complete a 30-hour field experience to get credit for the course. In the spring of 2008, our field
experience was held at PLS, NU High in Mrs. Balong's classroom. UNI students mentored, tutored and taught a
week's worth of lessons to high school students there.
X
X
Students in Mrs. Balong's class benefited by having one-on-one instruction and support during this time. My studnents
indicated on course evaluations that they found this field experience extremely helpful in their preparation to teach.
Did students get academic credit for this experience? Yes
If applicable: Course No: 800-190
Course Title: Teaching High School Mathematics
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: catherine.miller@uni.edu
Page 49 of 162
UNI Community Service Projects Inventory
34.
Aplington-Parkersburg Tornado Recovery Groups
Project title:
Number of participating
9
Number of service Hours: 600
students
Number of participating
1
Number of service Hours: 2
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Do to events in the Aplington-Parkersburg area, concerning severe weather, many of the students at the elementary
level were in need of strategies and ways to cope with anxiety from the possibility of severe weather. The tornado
recovery groups gave the elementary students an opportunity to work in small groups with graduate counseling
students on coping with the aftermath of the tornado and working on prevention techniques for upcoming severe
weather. The counseling students followed a curriculum and gave the elementary students an extra support and person
to confide in. Having students in the small groups with similar fears and experiences gave additional support and
created a comforting environment.
The sessions were held during the spring semester to help the students cope with the idea of possible severe weather.
The University of Northern Iowa Counseling Programs supported and worked with the Aplington-Parkersburg school
counselors to continue this opportunity throughout the semester.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
X
area.
conducted in the community.
Through interaction with service agencies
Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. The UNI Counseling Programs are always
on the look out for instances where our services may be utilized. The programming at Aplington-Parkersburg is
an instance of this and other possible opportunities are currently being researched.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address:
Page 50 of 162
X
UNI Community Service Projects Inventory
35.
UNI American Humanics: Long-Term Disaster Recovery Assistance (Revised)
Project title:
Number of participating
41
Number of service Hours: 513
students
Number of participating
2
Number of service Hours: 30
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
X
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
As an affiliate of American Humanics, Inc., the UNI American Humanics Program provides undergraduate students
the opportunity to earn a nationally-recognized certificate in nonprofit management, while at the same time providing
critical service to community agencies. As part of its commitment to student development and community
engagement, the UNI American Humanics Student Association (AHSA) engages in a service project each academic
year. Following the devastating tornadoes and flooding that occurred in Iowa during the Summer of 2008, AHSA was
approached by the Black Hawk County Long-Term Disaster Relief Committee (BHC-LTRC) to join their efforts to
identify and serve victims of these recent natural disasters. Working in conjunction with over 75 area agencies and
FEMA, AHSA assisted the BHC-LTRC by contacting more than 4,000 area residents who had registered with FEMA
to inventory their long-term needs, and provide them with information on the area resources best suited to meet those
needs.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: julianne.gassman@uni.edu
Page 51 of 162
UNI Community Service Projects Inventory
36.
American Humanics Student Association 500 Hour Service Project
Project title:
Number of participating
41
Number of service Hours: 513
students
Number of participating
2
Number of service Hours: 30
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
X
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The American Humanics program provides undergraduate students the opportunity to earn a nationally recognized
certificate in nonprofit management. The American Humanics program at the University of Northern Iowa is an
affiliate of American Humanics, Inc., a national nonprofit organization operating in partnership with over 80 colleges
and universities and 19 national nonprofit partners. The UNI American Humanics program is deeply involved in
linking to the community through its outreach programs and annual competitive grant opportunities providing service
for community agencies. In addition, the program organizes and implements an annual program of recognition to
celebrate the success of nonprofit leaders and organizations in conjunction with Veridan Credit Union.
As part of its commitment to student development and community engagement, the UNI American Humanics Student
Association (AHSA) engages in a 500-hour service project each academic year. The 2008-2009 academic year marks
our fourth year of a successful project which was chosen from several requests for proposals (RFP). Our RFP's are
sent out in early spring and then, as an organization, we choose the project which we will feel would engage us in a
non-profit based learning experience the following academic year. We choose this project based on amount of time
required (we request that it be a project which can generate enough work for 500 hours), relationships that it will build
with the community, and most importantly, we choose a project which will give us experience that we aren't
otherwise able to receive in a classroom setting.
Following the devastating tornadoes and flooding that occurred in Iowa during the Summer of 2008, American
Humanics saw our community's need for disaster recovery. Following this realization, our organization was
approached by the Black Hawk County Long-Term Disaster Relief Committee (BHC-LTRC). This committee was
formed in June, following the devastation a E4 tornado and horrible flooding that occurred in the Cedar Valley. The
BHC-LTDRC worked with approximately 75 agencies who were all involved in the Cedar Valley's recovery efforts, as
well as FEMA.
The committee set a goal to contact all residents within the Cedar Valley who had registered with FEMA. The
committee wanted to discover residents' needs that were unmet by FEMA aid, and use the BHC-LTRC's funds to help
meet those unmet needs. American Humanics students were asked to serve as the main contact between the
BHC-LTRC and the people who had registered for FEMA aid.
After attending a flood relief conference, and receiving training from the BHC-LTRC (gainied background on the way
FEMA aid works and over-viewed case management techniques) AH students began calling the over 4,000 victims of
the natural disasters to register them with BHC-LTRC and assist the residents in meeting their unmet needs.
Over the course of the academic year AH students were able to successfully contact all 4,000 residents to provide
them informational for further recovery support. Without the help for AH students and the University of Northern
Iowa over 4,000 families would not have been provided the extra funding they needed to continue their recovery
efforts.
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UNI Community Service Projects Inventory
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: julianne.gassman@uni.edu
Page 53 of 162
UNI Community Service Projects Inventory
37.
UNI's Young Peoples Dance Theatre
Project title:
Number of participating
24
Number of service Hours: 480
students
Number of participating
2
Number of service Hours: 25
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.
UNIs Young Peoples Dance Theatre is a before and after school dance program offered to second through fifth boys
and girls in several local schools. YPDT offers a variety of dance forms with an emphasis on creative movement
throughout the year plus international folk dance during the Fall session and an exposure to ballet, jazz, and tap dance
during the Spring session. Through the program, students develop dance and movement skills, express feelings
through movement, work cooperatively with others, maintain or improve physical fitness, expand creative skills, and
gain an understanding of dance in different cultures. Instructors for the program are UNI dancers and education
majors.
The focus of the YPDT program is on the weekly dance sessions in the schools. Dance sessions are approximately 50
minutes and meet approximately 10 weeks each semester. In addition to these sessions there are opportunities for the
children and their UNI instructors to be involved with other dance experiences. During the fall semester the YPDT
children demonstrate creative dance activities and folk dances in a 45-minute program at College Square Mall in
Cedar Falls and host the annual Fall Dance Festival on the UNI campus in the Wellness/Recreation Center. The
Festival is an evening when the families of the YPDT children join them and dance some of the folk dances the
children learned during the semester. During the spring semester the children perform the year's signature piece dance
at both UNIs Relay for Life and at their own Informance. The annual Informance is held on the UNI campus and
features the children from each of the individual schools sharing dances that they have created.
Did students get academic credit for this experience? Yes
If applicable: Course No: 420:140 03
Course Title: Practicum
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Page 54 of 162
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Through interaction with service agencies
and organizations in the community.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
In the beginning years of the program a brief questionnaire was sent to parents of participating children. Not many
questionnaires were returned and little beneficial information was gained from those that were. Cost of continuing to
mail questionnaires was not determined to be valuable.
Your e-mail address: cindy.herndon@uni.edu
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UNI Community Service Projects Inventory
38.
LeaderShape Institute
Project title:
Number of participating
10
Number of service Hours: 500
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Six-day intensive national leadership retreat for students. Students have an intense leadership development experience
and return to campus ready to impact their world for the better.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Each program features participant evaluation
Your e-mail address: lisa.kratz@uni.edu
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UNI Community Service Projects Inventory
39.
YWCA Bd of Directors
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 400
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
X Homelessness
X Housing
Hunger
X Mentoring
X Other
X
Senior Citizen Services
X Special Needs Support for the Disabled X Tutoring
Youth Development
X
Narrative block:
Dr. Brenda Bass has served 5 years on the YWCA Board of Directors. Currently she is in her 2nd year as President,
did 2 years as V.P. and 1 as Secretary.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
X
community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 57 of 162
X
UNI Community Service Projects Inventory
40.
Mentor Me
Project title:
Number of participating
9
Number of service Hours: 200
students
Number of participating
9
Number of service Hours: 200
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
UNI Juniors and Seniors form mentoring relationships with community leaders in their chosen field. Mentor pairs
interact on a regular basis for personal and professional development. This is a great opportunity for students to learn
from someone who has experience in their field and in the "real world."
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Each program features participant evaluation
Your e-mail address: lisa.kratz@uni.edu
Page 58 of 162
UNI Community Service Projects Inventory
41.
UNI Volunteer Fair
Project title:
Number of participating
250
Number of service Hours: 375
students
Number of participating
2
Number of service Hours: 8
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
X Housing
Hunger
X Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
X
Youth Development
X
Narrative block:
Every year UNI's American Humanics program hosts the annual Cedar Valley Volunteer Fair in collaboration with the
Cedar Valley Volunteer Center.
UNI's American Humanics program has two students who agree to plan and be the head implementers on the event.
They work closely with the Executive Director of the Volunteer Center to bring in over 45 nonprofit organizations
throughout the Cedar Valley needing volunteers.
The volunteer fair was hosted between the hours of 10am-2pm on Thursday, September 4th in Maucker Union on
campus at the University of Northern Iowa. Students were able to walk through the fair and talk to organizations of
their choice to identify possible volunteer opportunities. Students then listed their top three organizations of interest
on a sheet to be turned in at the end of their tour.Organizations were then given a list of students interested in
volunteering with their organization.
The event was a success for all involved. Students were given the opportunity to make a difference in their
community, while nonprofit professionals were able to educate students not only about their organization, but
opportunities to help.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: amyc@uni.edu
Page 59 of 162
UNI Community Service Projects Inventory
Page 60 of 162
UNI Community Service Projects Inventory
42.
Get Your Green On
Project title:
Number of participating
2
Number of service Hours: 80
students
Number of participating
1
Number of service Hours: 300
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
X Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Get Your Green On is an Environmental Education program brought to Lincoln Elementary school for the year
starting in Sept 08 which will run through May of 09. This program presents Environmental Education covering
numerous topics including Recycling, Water Education, Water, Energy & Natural Resource Conservation, Landfill
Technology and Management Practices, Prairie Preservation & Management Practices, along with several others. This
information was brought to students, teachers and parents through books, videos, web sties, art projects, math
activities, parent education information, newsletters, classroom presentations and field trips. This program reached 464
K-6th grade students, 52 teachers and staff and over 700 parents. This was accomplished through using state and local
agencies who gave of their time to educate students on different topics throughout the program. Agencies taking part
in the program include the Iowa DNR, Cedar Falls Utilities, Waste Trac, the Recycling & Reuse Technology Transfer
Center, the Tallgrass Prairie and UNI RRTTC students.
UNI students spent many hours over the summer and fall semester helping to create this program. They were involved
with research, educational program development, video production, organizing field trips and educational material
development.
The school has taken on a Green approach to everyday living on campus and is now recycling all paper and
cardboard along with the recycling of almost 10,000 plastic milk containers each month. The school is switching to an
electronic monthly newsletter which will save approximately 1,500 sheets of paper each month from being used as
well. Students are seeing that their choices are making a difference as totals continue to rise for collected recycling
materials. The janitorial staff report a 25% reduction in solid waste at the school along with a 150% increase in paper
recycling and a 50% increase in cardboard recycling since the program has started.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. We are looking to bring this program to all
6 elementary schools next year to bring about Environmental Education as a tool for teachers, students and
parents.
b. What unmet community needs have you identified? There is little or no Environmental Education brought to
Page 61 of 162
UNI Community Service Projects Inventory
b. What unmet community needs have you identified? There is little or no Environmental Education brought to
the students, teachers and parents of our elementary schools. The information is out there, but it is not organized
or on hand for teachers to take advantage of because they have such limited time to look into sources outside of
the regular curriculum. We are able to pull together and organize several aspects of environmental education
and several agencies and present it to the schools as a complete resource tool.
What efforts have you made to evaluate the effectiveness of your service projects?
Surveys were taken of the teachers about the program to date to see what parts of the program were of benefit to the
students, easy to use, added in current curriculum delivery, if they would like the program to return and several other
items. This survey will be used in order to help fine tune the program for future use at the current school and in
expansion to the other 5 schools in Cedar Falls. Web site counts are being taken on each section of the site to record
online use. This will help determine use of parents education pages and help determine home use of web pages by
students and parents. A full survey will be taken in the spring from parents, students and teachers to finish the program
Your e-mail address: jennifer.bruss@uni.edu
Page 62 of 162
UNI Community Service Projects Inventory
43.
Hartman Reserve Nature Center, Cedar Falls; Program Intern
Project title:
Number of participating
1
Number of service Hours: 350
students
Number of participating
1
Number of service Hours: 12
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Assist in developing and presenting environmental educational programs to groups of all ages.
Did students get academic credit for this experience? Yes
If applicable: Course No: 870:195
Course Title: Internship
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Assessments from Intern's field supervisor and Intern's journal/log book. Visits from faculty supervisor.
Your e-mail address: james.walters@uni.edu
Page 63 of 162
UNI Community Service Projects Inventory
44.
Socio-Economic Reality of Central America
Project title:
Number of participating
13
Number of service Hours: 250
students
Number of participating
1
Number of service Hours: 100
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
X Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
During the May term, students participate in a course named Socio-Economic Reality of Central America in a for
credit Capstone course.
X
This year's team spent 4 days working with parents and children to refurbish a building into a library for the Ruben
Dario School
During this year's trip one afternoon was spent working with at-risk children in the community of Guadalupe.
Hand-crafts and other recreational activities were planned by the UNI students prior to arrival in Nicaragua and carried
out as teams once there. This program was started by the youth in the community to help students with problems in
school and at home. The attention from outsiders helps to bolster creativity and self-esteem.
Did students get academic credit for this experience? Yes
If applicable: Course No: 010:159:61
Course Title: Socio-Economic Reality of Central America
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Faculty went to Siares the first week of
August 2009 to meet with community leaders.
b. What unmet community needs have you identified? Teach computer skills, more English language courses,
need for more resources in the library, and a storage facility for corn to feed the children mid-morning.
What efforts have you made to evaluate the effectiveness of your service projects?
Revisited in August 2009, more furniture has been donated and a listing of the books in the library has been compiled
on a spreadsheet.
Your e-mail address: christine.schrage@uni.edu
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UNI Community Service Projects Inventory
Page 65 of 162
UNI Community Service Projects Inventory
45.
Muchas Manos Light Work Scholarships
Project title:
Number of participating
12
Number of service Hours: 300
students
Number of participating
1
Number of service Hours: 40
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
A group of students concerned about the inability of youth in Nicaragua to complete an university or college education
started a service organization, Muchas Manos Light Work with the adviser. Fundraising activities allowed the
presentation of three $400 scholarship to two young women and a young man wanting to attend post-secondary
institutions. The selection criteria looked at both grades and community service components. Approximately 20 youth
applied for the scholarships but the amount of available funds from the efforts was inadequate to do more. The
scholarships were presented in Nicaragua by the President, Vice-President and Adviser of the organization in July. All
three will begin study in January. The seeds of education will group as the group can provide more scholarships and
those earning degrees will provide hope and better opportunities for the community as well.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens
who are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Having meetings with the students receiving scholarships and reviewing their grades from school.
Your e-mail address: christine.schrage@uni.edu
Page 66 of 162
X
UNI Community Service Projects Inventory
46.
Cedar Valley Nonprofit Luncheon
Project title:
Number of participating
19
Number of service Hours: 225
students
Number of participating
2
Number of service Hours: 40
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Nonprofits throughout the Cedar Valley continually strive to meet the needs of the community through service to their
own individual missions.
Five years ago the American Humanics program at UNI saw the difference these nonprofits were making and the
inadequate recognition these nonprofits were receiving. Since that day American Humanics has planned and
implemented the Cedar Valley nonprofit awards luncheon annually. This year four students chaired the event. These
four students were in charge of all aspects of the event including: inviting guests, creating a catering menu, decorating
the facility, finding a key note speaker, choosing award winners, and creating an event script.
On April 3rd, 2009 American Humanics students welcomed 200 nonprofit professionals to the Commons Ballroom at
the University of Northern Iowa (UNI) to enjoy a UNI catered lunch while being recognized for their relentless work
to better the Cedar Valley. That day alone 15 students volunteered at least 2 hours of service each to welcome guests,
present awards, and assist with transportation.
American Humanics presented eight awards to nonprofits in the area, who had been chosen by a group of students
after being nominated by their peers. Awards included: exceptional nonprofit of the year, nonprofit board member of
the year, and the Koob award for collaboration in addition to many others. Veridian Credit Union also recognized their
community engagement award winners at this luncheon.
The Cedar Valley Nonprofit Luncheon was a wonderful event planned and coordinated by American Humanics
students in order to recognize the accomplishments of the Cedar Valley.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Page 67 of 162
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: amyc@uni.edu
Page 68 of 162
UNI Community Service Projects Inventory
47.
Stress Less Fair
Project title:
Number of participating
25
Number of service Hours: 250
students
Number of participating
1
Number of service Hours: 10
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Do to events in the Aplington-Parkersburg area, concerning severe weather, many of the students at the elementary
level were in need of strategies and ways to cope with anxiety from the posibility of severe whether. With summer
approaching and the impending absence of the constant support system of the school environment it was planned to
hold a fair, of sorts, to provide the students with multiple ways of coping with and lowering their anxiety, such as art
therapy, bibliotherapy, dance therapy, yoga, etc.
Students from the UNI Counseling Programs (Mental Health and School) assisted with the day, providing service to
instructors as well as instructing sessions on animal assisted therapy, bibliotherapy, dance therapy, and yoga.
The fair consisted of one academic day at the Parkersburg Elementary and was primarily arranged by the counselors
employed at the school. The UNI Counseling Programs have a standing relationship with Aplington-Parkersburg
schools with other service projects that occurred doing the academic year, prior to the fair.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. The UNI Counseling Programs are always
on the look out for instance where our services may be utilized. The programming at Aplington-Parkersburg is
an instance of this and other possible opportunities are currently being researched.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: linda.nebbe@uni.edu
Page 69 of 162
X
UNI Community Service Projects Inventory
48.
Maucker Union recycling program
Project title:
Number of participating
10
Number of service Hours: 200
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Bottles and cans are collected in recycling bins, and students sort and redeem cans weekly. About 550 cans/bottles are
collected on a weekly basis.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 70 of 162
UNI Community Service Projects Inventory
49.
UNI Earth Day
Project title:
Number of participating
8
Number of service Hours: 120
students
Number of participating
1
Number of service Hours: 80
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
UNI Earth Day is an project to educate UNIs students about the environment and how each person can help keep it
clean and safe for everyone. Students help organize multiple events to take place outside of Mauker Union including:
an annual 5K run/walk, free lunch provided by local restaurants, free bike tune-ups, educational displays about
recycling, environmental health and other key issues, recycling collection, and more. These activities and
presentations were attended by over 600 students. These programs are effective in presenting information to students,
faculty, and others in the community about recycling and environmental programs in the community.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
We use a survey after the event for people to respond with their opinions.
Your e-mail address: jennifer.bruss@uni.edu
Page 71 of 162
UNI Community Service Projects Inventory
50.
NIFSO
Project title:
Number of participating
15
Number of service Hours: 150
students
Number of participating
2
Number of service Hours: 25
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
X Housing
X
Hunger
Mentoring
Other
X
Senior Citizen Services
X Special Needs Support for the Disabled X Tutoring
Youth Development
Narrative block:
NIFSO is the Northern Iowa Family Service Organization. Over the last few years they have sponsored a variety of
events for student members including: a Habitat for Humanity Day where students worked on a house; a clothing
drive and child care for House of Hope; participated in a United Way fundraiser.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 72 of 162
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UNI Community Service Projects Inventory
51.
Postville Food Bank collection
Project title:
Number of participating
100
Number of service Hours: 140
students
Number of participating
1
Number of service Hours: 20
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
X Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
On May 12, 2008 the U.S. Immigration and Customs Enforcement (or ICE) division of the Department of Homeland
Security, with other agencies, conducted a raid on the Agriprocessors Inc. kosher slaughterhouse and meat packing
plant in Postville, Iowa. The raid was the largest single raid of a workplace in U.S. history, and resulted in 389
individuals, being arrested for stolen social security numbers and other similar offenses. During the Spring 2009
semester, Sigma Delta Pi, the Spanish Honor Society at UNI, collected food items in various UNI Spanish classes to
donate to the Postville Food Bank. Items were delivered and distributed to residents in the Postville community who
were struggling to recover from the ICE raids of 2008.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: jennifer.cooley@uni.edu
Page 73 of 162
UNI Community Service Projects Inventory
52.
Iowa Childrens Water Festival
Project title:
Number of participating
3
Number of service Hours: 78
students
Number of participating
1
Number of service Hours: 80
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
X Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The RRTTC is an active participant in the Iowa Children's Water Festival that takes place in May each year. Over
2,200 children in 5th grade, from around the State participate in a day of water education. This day is filled with
activities, classroom sessions, games, arts and fun, all related to learning about the importance of water in our daily
lives, water quality & pollution, it's many uses, and preservation of this natural resource. Topics also include watershed
education, wetlands, animal life, aquifer education and much more.
The RRTTC is responsible for coordinating the schedules of over 100 participating groups throughout the day with
over 50 presenters. We also provide assistance after the program in collecting all the teacher evaluations and entering
those for review as well as correcting all 2,200 scavenger hunt tests from the students to see who the winning class is.
We work with several different agencies to make this event possible each year. Those agencies are Iowa Association
of Water Agencies
American Water Works Association - IA Section
Des Moines Area Community College
Des Moines Water Works
Fox Engineering
Iowa Ground Water Association
Iowa Rural Water Association
U.S. Geological Survey
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
Page 74 of 162
UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
There are 3 members of the ICWF who's sole purpose is to review each presentation for content, age appropriateness,
applicable, and accuracy of facts
Your e-mail address: jennifer.bruss@uni.edu
Page 75 of 162
UNI Community Service Projects Inventory
53.
Youth Theatre teaching service Outreach
Project title:
Number of participating
25
Number of service Hours: 125
students
Number of participating
1
Number of service Hours: 25
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Department of Theatre faculty member Gretta Berghammer has guided Theatre for Youth students in providing
Creative drama workshops for multiple groups of students that are bussed to UNI for the experience. In addition,
teams of students have been providing after school drama program throughout the Cedar Valley.
Did students get academic credit for this experience? Yes
X
X
If applicable: Course No: Creative Drama
Course Title: 490:101
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
no formal evaluation.
Your e-mail address: gretta.berghammer@uni.edu
Page 76 of 162
UNI Community Service Projects Inventory
54.
Recycle Cell Phones
Project title:
Number of participating
20
Number of service Hours: 130
students
Number of participating
2
Number of service Hours: 15
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The Northern Iowa Family Services Organization (the student organization for Family Services majors and interested
others) publicized a drive and collected over 60 old cell phones that can be programed to make emergency calls of
victims of domestic violence.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 77 of 162
UNI Community Service Projects Inventory
55.
Dry Run Creek Clean Up
Project title:
Number of participating
41
Number of service Hours: 123
students
Number of participating
3
Number of service Hours: 9
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The Recycle Reuse Technology Transfer Center at UNI organized a creek clean up for Dry Run Creek. Students spent
time removing garbage and other debris like barrels, chairs, garden hoses and other items from the creek. This project
helps keep the creek safe for individuals in the community as well as reducing water pollution. Along with educating
about environmental health and water education, this project brought awareness to students about issues facing their
environment every day.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: jennifer.bruss@uni.edu
Page 78 of 162
UNI Community Service Projects Inventory
56.
Theatre in Education
Project title:
Number of participating
60
Number of service Hours: 120
students
Number of participating
2
Number of service Hours: 10
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Theatre in Education Capstone Course
X
Across two semesters students researched and created interactive theatre exercises that focused on the topic of
self-injury. The resulting work was viewed by various UNI students and faculty.
Did students get academic credit for this experience? Yes
If applicable: Course No: 490:106
Course Title: Theatre in Education
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service agencies
Other mechanisms
X
and organizations in the community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. I am in constant contact with area educators
in order to discuss and determine topics of relevance for future TIE projects.
b. What unmet community needs have you identified? We'd like to pursue a project for students with special
needs; students with Autistic Spectrum Disorder is being discussed and considered.
What efforts have you made to evaluate the effectiveness of your service projects?
The program includes a one hour talk back program that helps us identify the impact the project has on audience
members in terms of broadening their understanding and potential responses to the given topic.
Your e-mail address: gretta.berghammer@uni.edu
Page 79 of 162
X
UNI Community Service Projects Inventory
57.
Postville: Past, Present and Future Conference and Teach-in
Project title:
Number of participating
100
Number of service Hours: 20
students
Number of participating
1
Number of service Hours: 100
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
X English as a Second Language
X Environment
Health/Nutrition
X Homelessness
X Housing
Hunger
X Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
I organized the Postville: Past, Present and Future Conference and Teach-in hosted on the UNI campus April 30 and
May 1, 2009 to commemorate the May, 2008 ICE raid and to instruct and enlighten our students and the general
public. The event drew large attendance from among UNI students and professors, Simpson College students and
professors, ISU students and professors and the community. It included the screening of the documentary film in
process _abUSed: The Postville Raid_ with award-winning director Luis Argueta commenting on his work. It also
included 9 sessions, and two performances. One performance, _Nuevo amanecer: Weaving a New Beginning?_, was a
bilingual play in process that I am working on. It included 4 UNI students and me as actresses, as well as two
Guatemalan women.
Students in my Spanish course, Advanced Conversation and Reading enjoyed a meeting with Luis Argueta, director,
as he spoke about his work in Postville, and also met with Alma Perez, a Guatemalan woman living in Postville, who
spoke about her experiences and the impact of the ICE raid in May, 2008.
All sessions were videotaped and will become part of the Postville Archives, housed between UNI's Rod Library and
Luther College.
Did students get academic credit for this experience? Yes
If applicable: Course No: 780:103
Course Title: Advanced Conversation and Reading
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
X
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
X
community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. I continue to meet with residents to hear
their stories. They will form part of a play and an ethnographic study. In addition, Sigma Delta Pi, the Spanish
honor society, is currently involved in fund-raising for the communities in Guatemala from which the Postville
residents come.
b. What unmet community needs have you identified? Hunger, education, healthcare, housing, etc.
Page 80 of 162
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UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
We saw great attendance at the conference. More than 300 people attended different events. Interest in service
projects since the conference has been high.
Your e-mail address: jennifer.cooley@uni.edu
Page 81 of 162
UNI Community Service Projects Inventory
58.
Community Speech-Language Screenings
Project title:
Number of participating
45
Number of service Hours: 90
students
Number of participating
2
Number of service Hours: 20
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled X Tutoring
Youth Development
Narrative block:
Students enrolled in 51C:129 Clinical Examniation conducted community speech-language screenings under the
direct supervision of a certified speech-language pathologist. Screenings were conducted through 3 primary sites: Price
Lab School, AEA 267 and Rosewood Estates. At Price Lab School, students conducted spring phonological awareness
screenings with Diane Highnam, M.A., CCC-SLP and Jennifer Garrett, Ph.D., CCC-SLP (UNI faculty & staff). Kathy
Buzynski, M.A., CCC-SLP, supervised students at various preschools through AEA 267. Students also had the
opportunity to go to Rosewood Estates, part of the Friendship Village/Landmark Commons Community and screen
older adults for memory and cognitive concerns using the Mini-Mental under the direct supervision of Jennifer
Garrett, Ph.D., CCC-SLP (UNI faculty). In total, 45 students completed approximately 90 hours of service benefiting
approximately 120 preschoolers, school-aged children and older adults in the Cedar Valley Community.
Did students get academic credit for this experience? Yes
If applicable: Course No: 51C:129
Course Title: Clinical Examniation
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. UNI faculty in Communication Sciences
and Disorders work closely with Price Lab School, area Head Start and AEA 267 to address speech-language
needs of preschool and school-aged children.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Students report high level of satisfaction on course evaluations. This is the second year of the project and all agencies
have asked for it to continue.
Your e-mail address: jennifer.garrett@uni.edu
Page 82 of 162
UNI Community Service Projects Inventory
59.
Memorial Day remembrance
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 100
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Each year for Memorial Day, crosses and flags or placed on veteran's graves at the Oak Hill and St. Patrick's
cemetery. Over 300 hundred graves are set up in a data-base for any volunteer that may take the responsibility over at
a later date. The cemetery is walked to verify the grave flag holders are in repair and in place. The crosses and flags
are put up a few days before Memorial Day weekend and then removed for storage the day after. Each time a veteran
dies and is buried the flag grave holder is secured from the Veteran's Association in Butler County. The veteran's
military profile is either updated or developed for viewing. Each year a memorial table holds profiles for all veterans
that died in the previous year. Currently an average of 10 veterans per year die and are added to the database.
This year, several activities were added to the Memorial Day weekend due to the one year anniversary of the EF-5
tornado. A team of individuals worked to put together additional activities and recognition. This year I put out 300
personal profiles on the graves. An oak tree was donated for the volunteers that had helped with the recovery in the
park and a special service planned at the time of the tornado one year earlier.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: christine.schrage@uni.edu
Page 83 of 162
UNI Community Service Projects Inventory
60.
UNI-CUE Youth Academy
Project title:
Number of participating
17
Number of service Hours: 45
students
Number of participating
37
Number of service Hours: 50
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Read every day one-on-one or in small groups with students, by the end of the program, they completed three books.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: Nancy.Scoggins@uni.edu
Page 84 of 162
UNI Community Service Projects Inventory
61.
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
10
Number of service Hours: 85
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
X Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Rod Library does not have specific organized community service projects, however a number of faculty and staff
volunteer and support various above checked activities throughout the year. Our activities have not included student
participation.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: marilyn.mercado@uni.edu
Page 85 of 162
X
UNI Community Service Projects Inventory
62.
Wellness Evening Event at Bremwood
Project title:
Number of participating
20
Number of service Hours: 80
students
Number of participating
1
Number of service Hours: 5
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The Student Association of Middle Level Educators (SAMLE) decided to do a service project at Bremwood
Residential Children's Home - a home for at-risk youth. They collaborated with the Bremwood personnel and
developed an evening event that focused on health and wellness. SAMLE volunteers began with ice-breakers, then
divided the Bremwood students into 3 groups. Relaxation, fitness, and nutrition were the themes of the 3 break-out
groups, and Bremwood students moved from one session to the next. They concluded with an activity that
summarized what they had learned, then hotdogs and potato chips were served. SAMLE students interacted with the
Bremwood students throughout the event. The hot dogs and chips were left-over from the Homecoming 70th
Anniversary of Middle Level Education at UNI, so the cost to SAMLE was minimal. Students car-pooled to Waverly.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
We asked Bremwood staff to complete a form we sent via email, but they said they could not open the attachment, so
we did not get any concrete feedback. We did, however, feel that the Bremwood students responses and reactions
were positive.
Your e-mail address: jean.schneider@uni.edu
Page 86 of 162
UNI Community Service Projects Inventory
63.
UNI Professional Writing Program applied learning, community engagement initiatives
Project title:
Number of participating
15
Number of service Hours: 60
students
Number of participating
1
Number of service Hours: 15
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The Program Coordinator of and students in the UNI Professional Writing Program were involved in the following
applied-learning, community engagement initiatives during the Fall 2009 semester. Student participation occurred both
during and in addition to class contact hours.
" American Humanics: Educational brochures on health topics for high school students
" Cedar Bend Humane Society: Employee training and procedural manual
" Final Thursday Reading Series and Press: Web presence showcasing public readings and newly published texts
* UNI Academic Advising: Series of informational fliers targeting students fields of interest
" UNI Botanical Center: Promotional direct mailer to recruit K-12 teachers to educational events
" UNIBusiness: Campus and local guide for new UNI minority students; online guide for international students
" UNI Museum: Redesigned displays for the Animals of the African Savannah exhibit
Did students get academic credit for this experience? Yes
If applicable: Course No: 620:105g
Course Title: Designing Manuals and Handbooks
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
X
X
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
community.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Continued outreach efforts to establish
communication and collaboration between the UNI Professional Writing Program and internal/external
units/constituencies.
b. What unmet community needs have you identified?
Page 87 of 162
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UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
_UNI Professional Writing Program: 2009 Academic Prioritization Assessment Program Information Self-Study_.
Report.
Your e-mail address: lamberti@uni.edu
Page 88 of 162
UNI Community Service Projects Inventory
64.
Aging
Project title:
Number of participating
2
Number of service Hours: 20
students
Number of participating
1
Number of service Hours: 54
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Dr. Elaine Eshbaugh and students provided inservice training to 6 area nursing care facilities.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 89 of 162
UNI Community Service Projects Inventory
65.
English Language Teaching
Project title:
Number of participating
1
Number of service Hours: 50
students
Number of participating
1
Number of service Hours: 5
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
X Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
A student volunteered to spend 10 weeks in the community teaching English language classes. One primary school
teacher and 6 other community leaders had class each week. The community provided housing and some meals for the
University of Northern Iowa. The instructor participated in the program development and returned to the community
for assessment of the program. A graduation ceremony that was planned by the participants included the presentation
of Certificates of Participation highly valued in the rural areas of Nicaragua. The planning for this year and future
years occurred in August of 2008 during a short visit with teachers at the community primary school.
Did students get academic credit for this experience? Yes
If applicable: Course No: 150:186:68
Course Title: International Internship
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Discussions with members as to the importance of continuing the program.
Your e-mail address: christine.schrage@uni.edu
Page 90 of 162
UNI Community Service Projects Inventory
66.
Nuevo Amanecer: Weaving a New Beginning? Performance
Project title:
Number of participating
2
Number of service Hours: 20
students
Number of participating
1
Number of service Hours: 30
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
X English as a Second Language
X Environment
Health/Nutrition
Homelessness
Housing
Hunger
X Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
On June 11, 2009 we performed a work in process, _Nuevo Amanecer: Weaving a New Beginning?_ in Decorah,
Iowa before an audience of approximately 100 people. The play is based on testimonials from Guatemalan women
living in Postville, Iowa and their experiences before, during and after the May, 2008 ICE raid at the Agriprocessors
plant.
The students involved in this perfomance simultaneously interpreted the Guatamalan women's words (i.e., the women
from Guatemala gave their performance in Spanish and the UNI students and I spoke in English). The audience was
moved by the stories of suffering and triumph.
Work continues on the play and it will be the basis for Spring 2010 courses in Spanish (780:166 Re/presenting
Im/migration taught by Dr. Jennifer Cooley) and Communication Studies (48C:108g Performance and Social Change
taught by Dr. Karen Mitchell). Students will devise and perform the completed work.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens
who are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below. I continue to conduct research in Postville
for the play and an ethnographic study.
b. What unmet community needs have you identified? Hunger, work, housing, healthcare, English as a second
language, education among residents of Postville and in the Guatemalan towns from which they come.
What efforts have you made to evaluate the effectiveness of your service projects?
audience attendance was large, enrollments in courses are expected to be large.
Your e-mail address: jennifer.cooley@uni.edu
Page 91 of 162
X
UNI Community Service Projects Inventory
Page 92 of 162
UNI Community Service Projects Inventory
67.
Magical Mix Kids Auction
Project title:
Number of participating
12
Number of service Hours: 48
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Representatives from the Greek community volunteered to help with the Magical Mix Kids fundraising auction.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 93 of 162
UNI Community Service Projects Inventory
68.
Lifelong University
Project title:
Number of participating
Number of service Hours: 0
students
Number of participating
9
Number of service Hours: 45
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.
Lifelong University is a program for retirees or those that enjoy lifelong learning. UNI faculty and staff offer
condendsed non-credit course in a workshop or three-to-four-week format, meeting once a week for 90-minutes.
Topics range from the arts, environment, history, politics, etc. Faculty receive a very small stipend and participants
pay a small enrollment fee. More than 300 individuals have participated in LLU. It's a public service of UNI to
citizens in a five or so county radius.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: stacey.christensen@uni.edu
Page 94 of 162
UNI Community Service Projects Inventory
Page 95 of 162
UNI Community Service Projects Inventory
69.
Sunday at the Quarry, Focus on Climate in the Earth Sciences; Morgan Quarry, Waterloo
Project title:
Number of participating
6
Number of service Hours: 24
students
Number of participating
6
Number of service Hours: 20
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
As a part of national Earth Science Week, the UNI Dept. of Earth Science and BMC Aggregates L.C., hosted a
Sunday at the Quarry event on Sept. 27, 1-4 pm at the Morgan Quarry. The theme of this year's event was "Climate."
Over 1,500 people attended this event. Activities included: collecting rocks, fossils, and minerals; programs on
geology of the quarry and climates of the past; Iowa Learning Farms demonstrations on soils and climate; Iowa
Geological & Water Survey presentations on climates that shaped Iowa throughout geologic history; Black Hawk
County Soil & Water District demonstrations on climates from rock to soil.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Discussions with participants and self evaluations by student assistants.
Your e-mail address: james.walters@uni.edu
Page 96 of 162
UNI Community Service Projects Inventory
70.
College Hill Arts Festival
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
2
Number of service Hours: 40
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Maucker Union Director serves as a liaison to the College Hill Arts Festival Board, and Maucker Union staff provide
logistical support to the event.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 97 of 162
UNI Community Service Projects Inventory
71.
Northeast Iowa Annual Ethics Conference
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
4
Number of service Hours: 40
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
X Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Annual conference on bioethics/ ethics in health care for general public; health professionals; students in social work,
philosophy, mental health, health programs at UNI; Nursing students at Allen; Residents at all local medical facilities.
I've been involved 6 years. Topics and guest presenters (national) vary, but include: end of life issues, working with
families of patients, issues around organ donations, pediatrics, national health insurance, HIPPA
Medical professionals require continuing education. UNI students in helping professions often graduate to work in
these multidisciplinary settings. The topics presented are relevant to practice, to understanding what responsibilities lie
in the professions, ethical practice with a variety of populations in various health settings.
Collaborative effort between community agencies including: intermediate/long term health care facilities; both local
hospitals; UNI; Hospice; Allen Nursing college; physicians; social workers; pastoral counseling services.
Funding assistance through UNI, SHARE (non-profit collaborative group), Covenant and Allen health systems. No
government funding.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. For the ethics conference we identify needs
via personal experience, interactions with students, patients, medical professionals. We also consider needs that
are seen in the surrounding communities, e.g. ethical issues related to the flood recovery, health care costs,
access to medical care. Additionally, on every evaluation we request ideas for future educational sessions from
the attendees
b. What unmet community needs have you identified?
Page 98 of 162
UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
all conferences and trainings are evaluated by attendees
Your e-mail address: laura.kaplan@uni.edu
Page 99 of 162
UNI Community Service Projects Inventory
72.
Alzheimer's Memory Walk
Project title:
Number of participating
10
Number of service Hours: 30
students
Number of participating
1
Number of service Hours: 4
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
X Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Ten NIFSO (Northern Iowa Family Services Organization) students walked to raise awareness through participation
in the Memory Walk sponsored by the Alzheimer's Association.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 100 of 162
UNI Community Service Projects Inventory
73.
St. Jude
Project title:
Number of participating
5
Number of service Hours: 30
students
Number of participating
1
Number of service Hours: 2
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
Youth Development
Narrative block:
Five NIFSO (Northern Iowa Family Service Organization) students volunteered for the St. Jude's telethon.
Did students get academic credit for this experience? No
X
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 101 of 162
UNI Community Service Projects Inventory
74.
Dr. Annette Lynch
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 32
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Over the last year Dr. Lynch has served on the State of Iowa, gender Violence Prevention Committee of the State
Health Dept. 4 mtg per year about 32 hours total
X
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 102 of 162
UNI Community Service Projects Inventory
75.
Autumnmatic Wellness Fair at UNI WRC
Project title:
Number of participating
3
Number of service Hours: 24
students
Number of participating
1
Number of service Hours: 8
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The RRTTC attended this years Wellness fair at University of Northern Iowa. This was a great opportunity to learn
about improving health through a variety of topics. The Recycle Reuse Technology Transfer Center presented
information about promoting better health through recycling. This included providing information on what types of
recycling programs are available to students as well as programs available in the Cedar Valley Community. This event
was attended by UNI students, faculty and staff who were able to actively communicate and interact with staff and
students from the RRTTC.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: jennifer.bruss@uni.edu
Page 103 of 162
UNI Community Service Projects Inventory
76.
UNI Suzuki School orchestra program
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 30
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
UNI Suzuki School sponsors two orchestras for pre-college aged students: Northern Iowa Junior Orchestra (for middle
school strings) and Northern Iowa Youth Orchestra (for high school strings, occasionally for other instruments).
Students must audition to participate in the group. The conductors are sometimes UNI faculty members. The groups
range in size from 11 to 38 and vary from year to year.
The older group was featured at the Suzuki convention in Chicago in 1996. The younger group tours in Iowa going to
at least 2 or 3 schools in rural or smaller communities. The concerts in these settings are often times the first
experience for the young audiences to see and orchestra perform live. Students in the spring 2008 traveled to and
performed for the following schools: Wellsburg-Steamboat Rock, Dike-NewHartford and Clarksville.
The orchestras are self supporting, raising their operating expenses by charging fees to the participants and sometimes
gaining donor support. UNI provides space for rehearsals and concerts.
The students who participate find the experience a step above what they are offered in the public school orchestra and
provides a valuable step between public school and university level orchestras in the music education of these
students.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
Page 104 of 162
UNI Community Service Projects Inventory
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: cathy.craig@uni.edu
Page 105 of 162
UNI Community Service Projects Inventory
77.
Scholarships in Ghana
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 30
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Working with KGSF a non-profit organization from New Jersey, several children have received scholarships for
attending trade or high school. Personal financial donations help 3 youth go to trade school for driving and tailoring.
One young women was funding for all three years of high school and has now began her university training. Currently
support for one young man to pay his total expenses through high school is in progress and partial support for another
young women. Approximately $7000 of personal funding has been provided these young people.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified? more financial support for other students to continue with
high school and college.
What efforts have you made to evaluate the effectiveness of your service projects?
I receive grade reports and emails from the individuals concerning their success.
Your e-mail address: schragec@uni.edu
Page 106 of 162
X
UNI Community Service Projects Inventory
78.
UNI Suzuki School teacher training program
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
2
Number of service Hours: 30
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
UNI Suzuki School currently has 3 UNI music students who are participating as teacher trainees. The students meet
regularly with the Suzuki School director, observe our senior teachers, help with events, teach group or individual
lessons and help direct the group in performances.
Over the past 30 years, from 1 to 5 students per academic year have worked as teacher trainees. The program provides
them with hands on experience working with students of all ages in a Suzuki setting. This experience is beneficial in
their obtaining employment later. Several of our past teachers are now gainfully employed in other locations, teaching
Suzuki method instrument lessons. Their exposure to quality instruction (both from the Suzuki staff and the UNI
School of Music faculty) has given them the tools to be capable teachers and performers.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: cathy.craig@uni.edu
Page 107 of 162
UNI Community Service Projects Inventory
79.
Black Hawk Elementary Partners in Education
Project title:
Number of participating
15
Number of service Hours: 24
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.Working
with Black Hawk Elementary to provide monthly UNI student reader programs. We also provide special programs such
as international presentations, math and science outreach, etc. Thirteen UNI depts. adopted families this year. The
programming will continue to expand this year.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: stacey.christensen@uni.edu
Page 108 of 162
UNI Community Service Projects Inventory
80.
Speakers Bureau
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
23
Number of service Hours: 23
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.UNI public
service where faculty and staff volunteer their services to non profit and for profit agencies. Student speakers Bureau
will serve middle and high school students this year - piloting spring 2010. Monthly speakers series at the Western
Home Communities.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
X
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: stacey.christensen@uni.edu
Page 109 of 162
X
UNI Community Service Projects Inventory
81.
Postville Food Bank collection
Project title:
Number of participating
100
Number of service Hours: 10
students
Number of participating
1
Number of service Hours: 10
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
X Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
During the Spring, 2009 semester, Sigma Delta Pi, the Spanish Honor Society at UNI, collected food items in Spanish
classes to donate to the Postville Food Bank. We delivered the items and helped distribute them in Postville.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: jennifer.cooley@uni.edu
Page 110 of 162
X
UNI Community Service Projects Inventory
82.
Young Leaders in Action
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
2
Number of service Hours: 20
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
1 Maucker Union staff supported/facilitated at this conference, which was geared towards elementary and middle
school students in the Cedar Falls/Waterloo community. The conference was a collaborative effort between the
Volunteer Center of the Cedar Valley, Community Foundation of Waterloo/Cedar Falls and Northeast Iowa, and
Cedar Valley's Promise.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 111 of 162
UNI Community Service Projects Inventory
83.
John Deere Wellness Fair
Project title:
Number of participating
2
Number of service Hours: 12
students
Number of participating
1
Number of service Hours: 6
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The RRTTC attended this year's John Deere Wellness Fair. This was a great opportunity to learn about improving
health through a variety of topics. The Recycle Reuse Technology Transfer Center presented information about
promoting better health through recycling. This included providing information on what types of recycling programs
are available to the Cedar Valley Community. This event was attended by over 775 John Deere employees who were
able to actively communicate and interact with staff and students from the RRTTC.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: jennifer.bruss@uni.edu
Page 112 of 162
UNI Community Service Projects Inventory
84.
Black Hawk County Rlay for Life
Project title:
Number of participating
2
Number of service Hours: 12
students
Number of participating
1
Number of service Hours: 6
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The RRTTC attended the Black Hawk County Relay for Life held at Hawkeye Community College. This was a great
opportunity to teach about improving health through a variety of topics. The Recycle Reuse Technology Transfer
Center presented information about promoting better health in the community through recycling and other programs.
This included providing information on what types of recycling programs are available to students as well as programs
available in the Cedar Valley Community. This event was attended by students and members of the community who
were able to actively communicate and interact with staff and students from the RRTTC.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: jennifer.bruss@uni.edu
Page 113 of 162
UNI Community Service Projects Inventory
85.
MVC Just Read
Project title:
Number of participating
24
Number of service Hours: 6
students
Number of participating
3
Number of service Hours: 6
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
X Housing
Hunger
Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
Youth Development
X
Narrative block:
This program is a community outreach effort between the Missouri Valley Conference, its member schools and
student-athletes and State Farm Insurance. Five visits per year are planned where student-athletes read with the
elementary school students and convey the importance of reading in their personal development toward athletic and
academic success.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. We are continuing talking with community
members and schools on how our students athletes can participate in outreach within the community. (Student
athletes will serve as role models in many community events.
b. What unmet community needs have you identified? none
What efforts have you made to evaluate the effectiveness of your service projects?
Continually receive positive feedback from teachers and administration from the elementary schools. The student
athletes are aways invited back into the classroom.
Your e-mail address: sheri.bishop@uni.edu
Page 114 of 162
X
X
X
X
UNI Community Service Projects Inventory
86.
a
Project title:
Number of participating
10
Number of service Hours: 8
students
Number of participating
8
Number of service Hours: 4
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address:
Page 115 of 162
UNI Community Service Projects Inventory
87.
Partners in Education (UNI and BlackHawk Elementary)
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
6
Number of service Hours: 12
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
The staff of Maucker Union provides and opportunity to the 2nd grade class of Black Hawk Elementary to experience
what college age students do in a typical day within the student union
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 116 of 162
UNI Community Service Projects Inventory
88.
MusicWorks (program of the UNI Suzuki School in collaboration with Center City Arts)
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
2
Number of service Hours: 10
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
MusicWorks is a program to provide individual and group instrumental instruction to low income families from
underserved neighborhoods in Waterloo. The program also incorporates these students into the general enrollment of
the UNI Suzuki School (based at the University of Northern Iowa). MusicWorks has existed for about 10 years and has
served as many as 22 children per academic school year. The program is funded by Center City Arts, an off campus
entity and part of the Community Foundation of NE Iowa. Their funds have been raised by local foundations grants
and individual donors. For a short period of time funding was also provided by part of a HUD grant in collaboration
with the university.
During the 2008-2009 academic year, three students were served. Each attended a 30 to 45 minute individual lesson
and a group lesson with one of our UNI Suzuki School instructors, performed in two solo recital performances and
participated in our large group concert in Gallagher Bluedorn in May. The scholarship provides the student with an
instrument, student instructional fees and requires them to attend lessons regularly, practice consistently and attend all
special events and performances offered by the school. In the case of very young children, parent attendance is
required also.
These students' extra music instruction provide them with the tools to be leaders in their school orchestras or bands and
gives them experiences they would otherwise not be able to afford plus all the benefits the study of music can offer.
One of the students was advanced enough to audition for the Northern Iowa Junior Orchestra and participated
admirably. The side benefits include having the students on campus, working with other students from Cedar Falls,
Waterloo and surrounding communities, and having their families participate in an activity or surroundings that may
not be familiar to them (learning concert ettiquette, listening to classical music, practicing the discipline of music
study, etc).
Not only do students work with their individual and group lesson teachers and student teachers, they also work with
other Suzuki faculty members for performance classes and rehearsals.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Page 117 of 162
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: cathy.craig@uni.edu
Page 118 of 162
UNI Community Service Projects Inventory
89.
Cedar Trails Partnership Grant Committee
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 10
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
This program provides grants for community development projects that enhance the recreational trails in the Cedar
Valley.
During the last few years, this grant program has provided funds for projects such as: 911 alert sign system; trail
sweeping machinery; water fountains, bicycle racks, air compressors, informational boards and other trail equipment;
participation in regional and national bike shows which promote Cedar Valley tourism and business; lobbying efforts
to improve bicycle safety and awareness.
My role has been to evaluate proposals and make recommendations for funding to the Cedar Trails Partnership Board.
There was no student involvement in this project.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: juan.castillo@uni.edu
Page 119 of 162
UNI Community Service Projects Inventory
Hearing Loss Prevention: Progressive Agriculture Safety Day at Dunkerton Elementary
Project title: School
Number of participating
2
Number of service Hours: 4
students
Number of participating
1
Number of service Hours: 4
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Two undergratuate students assisted me in presenting a segment on how the ear works and how and why we need to
protect our ears from the harmful effects of noise. Student's viewed their classmate's eardrum on a video otoscope and
played an interactive learning game.
90.
214 students elementary students 1-6 grades participated at Dunkerton Elementary School.
This is our second year to participate, the program rotates through three different rural school districts in Iowa.
The program is offered through the Iowa State University Black Hawk County Extension office.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
None
Your e-mail address: bruce.plakke@uni.edu
Page 120 of 162
UNI Community Service Projects Inventory
91.
Visit of 7th & 8th graders from Dyersville-Beckman Middle School
Project title:
Number of participating
25
Number of service Hours: 2
students
Number of participating
5
Number of service Hours: 2
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
Narrative block:
Indication of the kinds of services provided: Physics demonstrations and activities for middle school students to get
them interested in science.
Detailed evidence of the project's benefits to individuals and communitiies: 25 middle school students and their
teachers participated. Student feedback was very positive--and the students obvisously enjoyed themselves.
Time of UNI student participation: Spring semester (Msrch 13, 2009).
Program practices that were found particularly helpful or effective: Physics Outreach Program.
Collaborations with community agencies, including K-12 schools: with Dyersville-Beckman Community School
District.
Whether the project was supported: UNI Physics Dept. funded the local expenses for this event (materials for
demonstrations).
Physics faculty Paul Shand, Dale Olson, Cliff Chancey, and Mike Roth participated. Two UNI students assisted during
the event, helping with robotics demonstrations.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. UNI Physics regularly meets with teachers
in the community to discuss how physics faculty and physics students can help improve middle and high school
student retention in the sciences.
b. What unmet community needs have you identified? Science tutors in the local high schools
What efforts have you made to evaluate the effectiveness of your service projects?
We track the number of East Waterloo and West Waterloo High School students who matriculate at UNI in Physics or
Physics Education.
Your e-mail address: c.chancey@uni.edu
Page 121 of 162
UNI Community Service Projects Inventory
Page 122 of 162
UNI Community Service Projects Inventory
92.
Catalyst Leadership Retreat
Project title:
Number of participating
59
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Student Leadership Center hosted one-day student leadership retreat. The topic was helping students define their
personal leadership thoughts and approach. Students developed their own leadership path and learned how to reach
out to and contribute to their organization and other organizations.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Each program features participant evaluation
Your e-mail address: lisa.kratz@uni.edu
Page 123 of 162
UNI Community Service Projects Inventory
93.
Recycle Cell Phones
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The Northern Iowa Family Services Organization (the student organization for Family Services majors and interested
others) publicized a drive and collected over 60 old cell phones that can be programed to make emergency calls of
victims of domestic violence.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: howard.barnes@uni.edu
Page 124 of 162
UNI Community Service Projects Inventory
94.
Into the Streets -Greek Week
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Students volunteered for a day of service at one of the following venues: Aboretum, Cedar Bend Humane Society,
Lutheran Home, Seeds of Hope.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Participants completed a program evaluation
Your e-mail address: lisa.kratz@uni.edu
Page 125 of 162
UNI Community Service Projects Inventory
95.
Presidential Scholars Think Tank/Service Learning
Project title:
Number of participating
20
Number of service Hours: 0
students
Number of participating
1
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
X Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Each fall twenty sophomore Presidential Scholars enroll in a two credit Think Tank course. The course provides the
opportunity for scholars to identify and analytically approach a problem or issue affecting the campus or community.
After researching and analyzing the selected issue, students propose a solution, examine implementation options, and
develop a plan to be executed during a service learning course in the spring. The intent of the course is to provide a
structured way for Presidential Scholars to grow intellectually while combining their strengths and talents for the
benefit of our campus and community.
Past projects have included the following: creation of a web-based publication to highlight and promote locally-owned
businesses and unique attractions relevant to college students; installation of a mural in Downtown Waterloo to
generate community pride, encourage a student-community connection, and improve the aesthetics of the area;
development of curriculum for high school students to prepare individuals to take a more active role in political and
social issues; design and promotion of a two-session cooking class to help equip parents of children twelve and under
with the knowledge, skills, and resources to prepare nutritional and economical meals; development of a forum for
Cedar Valley agencies to share recent research on single mothers in poverty and focus on how the research is relevant
to the everyday work of the practitioners; large-scale fundraiser to benefit the Cedar Valley's Beyond Pink TEAM and
their work with young cancer survivors in the community; design and promotion of a community clean-up project for
the College Hill neighborhood; planning and implementing a 5K fundraiser for flood relief to benefit the United Way.
This year's sophomores are currently investigating issues to address for 09-10 projects. All work takes place during the
regular academic year.
Did students get academic credit for this experience? Yes
If applicable: Course No: 010:092:26
Course Title: Sophomore Think Tank
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Page 126 of 162
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: jessica.moon@uni.edu
Page 127 of 162
UNI Community Service Projects Inventory
96.
Graduate Practicum -- Foundation
Project title:
Number of participating
14
Number of service Hours: 0
students
Number of participating
4
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
X
X
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
X Homelessness
X Housing
X
Hunger
X Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled X Tutoring
Youth Development
X
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Professional training in social work has existed for over 100 years in the U.S.A. A time-honored tradition in social
work is offering community based internships for students under the tutelage of professional practitioners. The
numbers calculated above indicate the hours students spend learning about and providing direct service to clients in
human service organizations.
(Multiple agencies)
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.
Did students get academic credit for this experience? Yes
If applicable: Course No: 450:210 and 450:211
Course Title: Foundation Practicum I and Foundation Practicum II
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem Through applied research
Through interaction with citizens
X
area.
conducted in the community.
who are experiencing the problem.
Through interaction with service
agencies and organizations in the
X Other mechanisms
community.
Page 128 of 162
X
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Social work students work with human
service organizations to identify unmet needs and social challenges and then provide advocacy and direct
services.
b. What unmet community needs have you identified? Students work with the key human service agencies
which have traditionally identied social needs and continue to address services needed to alleviate the suffering
these conditions bring about for community members.
What efforts have you made to evaluate the effectiveness of your service projects?
Students are formally assessed in their professional internships.
Your e-mail address: carol.cook@uni.edu
Page 129 of 162
UNI Community Service Projects Inventory
97.
UNI Museums Public Programming
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The UNI Museums served the community over the past year in the following ways:
" Free admission to permanent and traveling exhibits (Paper Wings: Kites of the World, Body Art: Human
Adornment, and Earth from Space) seen by 16,712 people
" Programs for school groups (PreK-12) on a variety of topics related to nature and culture that reached (6,885 kids)
" Special youth and adult educational programs (3,446 people)
" Outreach programs such as the traveling trunks for schools, Sturgis Falls, and American Education Week (11,377
people)
" Outreach through satellite exhibits around the community (seen by approximately 60,000 people)
" Research into historical rural school documents for individuals and community organizations
During the year, the UNI Museums collaborated with the following agencies to serve the community:
" Smithsonian Institution
" U.S. Geological Survey
" Early Childhood Program of Exceptional Persons, Inc.
" 9 area Pre-K child care centers
" Cedar Valley Promise
" 63 PreK-12 schools throughout NE Iowa (14 counties)
" Regional Boy Scouts & Girl Scouts
" Cedar Valley Cultural Alliance
" Cedar Falls & Waterloo Public Libraries
" Hartman Reserve
" Crawdaddys
" John Deere Operations
" American Association of University Women
" University Book & Supply, Barnes & Noble, & B. Dalton
For all facets of the Museums work, 25 student interns were involved in the design and delivery of projects:
" History 8 undergraduate; 3 graduate students
" Anthropology 3 undergraduates
" Communications/Public relations 4 undergraduates
" Education 5 undergraduates
" Earth Science 1 undergraduate
" Biology 1 undergraduate
Page 130 of 162
X
X
X
UNI Community Service Projects Inventory
Did students get academic credit for this experience? Yes
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: sue.grosboll@uni.edu
Page 131 of 162
UNI Community Service Projects Inventory
98.
UNI Suzuki School teacher training scholarship program
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
The UNI Suzuki School provides a limited number of scholarships for current faculty to attend specialized Suzuki
teacher training. The funding is provided by the UNI Suzuki Association. Award amounts vary from $100 to $500 and
can assist between 1 and 4 teachers each summer. This specialized training is held in locations around the United
States and is important for continuing and enhancing the teacher's Suzuki education.
The information and skills learned are often shared with the other faculty members. New approaches, revisions in
Suzuki literature, new teaching techniques, and teaching supplies and aids are featured at training sessions. The
benefits to the Suzuki School are teachers with updated information and refreshed commitment to the method.
Instructors at the UNI Suzuki School must have completed at least one of these training sessions for employment.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: cathy.craig@uni.edu
Page 132 of 162
UNI Community Service Projects Inventory
99.
Learn & Serve
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
X Mentoring
X Other
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
X
Youth Development
X
Narrative block:
This project is done in my Oral Comm classes and involves all students. They choose different agencies and projects
to serve. Please let me know if you have any questions!
Learn and Serve!
Objective: Your group will research, locate, contact, and act with a local non-profit group/agency.
" Be involved and responsible to your group. Failure to show up for the service event will result in failure of the
project.
" Research one non-profit agency. Formulate a 2-3 page proposal based on this agency. See the proposal
guidelines/rubric (page 2) for more information.
" Each person will present their proposal to the other members of the small group.
" The group must decide which organization they will assist.
" The group will create an 18-22 minute persuasive project. The project presentation will persuade others to volunteer
with the organization. The group may choose from six different publicity mediums. The rubrics for those
assignments are attached.
" Following the project each group member must complete a 2-3 page peer evaluation essay. The essay should contain
the following elements:
o The roles that each member played (task, individual, social).
o What type of leadership was used.
o A score for each group member. The scores will be on a scale from 1-20 (with 20 being the highest) based on
performance of your group members. Groups who choose to create a documentary will have 30 points to earn from
peer performance scores. The scores will remain absolutely confidential.
Did students get academic credit for this experience? Yes
If applicable: Course No: 48C:001
Course Title: Oral Communication
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Page 133 of 162
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Through interaction with service agencies
and organizations in the community.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: nichole.johnson@uni.edu
Page 134 of 162
UNI Community Service Projects Inventory
100.
Golden Key philantrhropy projects
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Golden Key International Honor Society members have volunteered with the NE Iowa Special Olympics track and
field competition in Cedar Falls, and as dog walkers with the Humane Society.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 135 of 162
UNI Community Service Projects Inventory
101.
Pennies for Peace
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Student Involvement and Activities Center coordinated the Pennies for Peace campaign, which raised over $8,000 to
help sustain new schools in Afghanistan and Pakistan. This is an international organization that seeks to support
learning worldwide. The campaign ended February 12, 2009 wiht a speech by the author of the book "Three Cups of
Tea".
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 136 of 162
UNI Community Service Projects Inventory
102.
UNI Suzuki School Scholarship Program
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
UNI Suzuki School scholarship program provides financial assistance for students (especially pre-college age
students) to participate in the full program offered by the School at the University of Northern Iowa. During the
2008-2009 year donations from individuals, The UNI Suzuki Association, the UNI Foundation and the Community
Foundation of NE Iowa made it possible for 11 students from 8 families to seek financial assistance from this
program.
These families must meet federal low income guidelines to be considered for the award. Financial assistance ranges in
amount from 25 to 60% reduction in the regular fees usually paid for an academic year of enrollment in the UNI Suzki
School.
The financial assistance program has been in existence for over 30 years and has helped countless students. Many of
these students are or were long term enrolled families and may have had more than one child enrolled in the program.
Many started their children in the Suzuki School before the age of 5 and continued until they graduated from high
school. Many of the students have gone on to higher education and many use the skills they've gained from their music
study to obtain music scholarships. The long term and side benefits of music instruction can also be seen in these
students as they are/were leaders in their school music programs, generally did/do well academically, and perform
outside the school setting (community and church performances). Their long term commitment to the program also
forges life long friendships with both their teachers and their peers. Several of our past scholarship recipients have
attended UNI and even taught for the Suzuki School as student teachers or become regular faculty after additional
specialized Suzuki teacher training.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Page 137 of 162
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: cathy.craig@uni.edu
Page 138 of 162
UNI Community Service Projects Inventory
103.
Panthers on Main
Project title:
Number of participating
300
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
During Welcome Week, the Welcome Week committee and Community Main Street partnered to offer students a
chance to see what the local community, particularly Main Street, had to offer. Students were bused to Main Street for
food, activities, and a welcome from campus and community leaders.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 139 of 162
UNI Community Service Projects Inventory
104.
Allen Hospital NICU Blankets
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
During sorority recruitment, participants make blankets to donate to the Neonatal Intensive Care Unit at Allen
Hospital.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Participants complete a program evaluation
Your e-mail address: lisa.kratz@uni.edu
Page 140 of 162
UNI Community Service Projects Inventory
105.
Homecoming philanthropy
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Each year, the Homecoming Committee ties a philanthropy project to the week of Homecoming activities. Past
projects have focused on Big Brothers/Big Sisters, Northeast Iowa Food Bank. The projects have been open to the
entire campus community, and participation and the specific activity have varied.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 141 of 162
UNI Community Service Projects Inventory
106.
Tri-County Head Start
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.I serve on
the Board of Directors for Tri-County Head Start.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: stacey.christensen@uni.edu
Page 142 of 162
UNI Community Service Projects Inventory
107.
UNI Suzuki School
Project title:
Number of participating
Number of service Hours: 0
students
Number of participating
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
UNI Suzuki School has provided quality instrumental music instruction to the children and now adults of NE Iowa for
over 30 years. Currently the school has an enrollment of almost 185 with 7 teachers, 3 student teachers, a program
coordinator and a director. The school is a member of the National Guild for Community Schools of the Arts and the
Suzuki Association of the Americas.
The School offers weekly group & individual lessons, 2 solo recitals and an annual large group concert each year. In
addition students are invited to participate in special performance classes to prepare for solo performances, All-State
preparatory classes for high school students, and special events including mini concerts by faculty or guests, outreach
performances, and social events including pizza night, workshops and a winter holiday informal concert.
With many smaller schools not offering orchestra or string programs, families from those areas or those home
schooled seek alternatives for that missed opportunity which the Suzuki School can provide. The school serves
families from a wide area including Black Hawk, Bremer, Buchanan, Butler, Chickasaw, Clayton, Grundy, Hardin and
Palo Alto Counties.
Outreach performances are voluntary by both the staff and the students performing and have included pre Waterloo
Cedar Falls Symphony concert entertainment, local service organization meetings, special community events, the
regional Rotary Club convention, the Iowa Talented and Gifted conference, and local art festivals as well as
performances to recruit new students. The number of audience members and their home towns that are impacted by
these performances cannot be measured.
The School encourages participation by School of Music faculty in offering demonstrations of the Suzuki method for
college courses, observation opportunities for students studying music education, and is reciprocal in offering Suzuki
faculty for School of Music performance collaborations and sharing the School of Music offerings to the Suzuki
School's graduating high school seniors.
Our faculty also performs at numerous sites and are members of the Waterloo Cedar Falls Symphony Orchetra, UNI
Faculty ensembles, the Cedar Rapids Symphony and smaller ensembles that perform for events such as weddings,
seminars, workshops, and community organizations. The specific locales of these are not available but can be noted in
a general way. Receiving the prmary income from their employment with the Suzuki School provides them the
opportunity and flexibility to participate in these activities.
Other programs sponsored by the Suzuki School have been submitted separately including the School sponsored
orchestras, a junior high group (Northern Iowa Junior Orchestra) and a senior high group (Northern Iowa Youth
Orchestra), teacher training scholarships, Suzuki student teacher mentoring and the MusicWorks program.
Finally, there are numerous impacts that cannot be measured. One, for example, is the positive impact that our
Page 143 of 162
UNI Community Service Projects Inventory
students have on their school orchestras, church music programs, or community events. Many of our students bring
their Suzujki skills to these activites and become model players and leaders. Our families are also influenced by our
school Besides learning and benefitting from a discipline of this knd, they seek out classical performances both locally
and regionally. Something they might not do if not exposed to the possibilities introduced by their chldren's music
studies.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: cathy.craig@uni.edu
Page 144 of 162
UNI Community Service Projects Inventory
108.
Space Camp: Chemistry - Making New Materials
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
X Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
Narrative block:
Kind of services provided: science education mentoring via a half-day science camp for East Waterloo High School
students.
Detailed evidence of UNI student benefits from the project: a UNI student assisted in setting up and helping with the
half-day camp. She got direct experience in setting up chemistry experiments and in teaching high school students.
Timing of student participation: Summer 2008 (June 18-20).
UNI faculty Bill Harwood (Chemistry & Biochemistry) and Classic Upward Bound director (Mickye Johnson)
arranged for the visit of 30 Classic Upward Bound students from East Waterloo High School to the UNI Chemistry &
Biochemistry Dept. The high students were engaged in hands-on experiments with making different types of
polymers. The intent was to show that chemistry can be interesting, useful and fun. Four UNI students assisted during
the half-day camp (Megan Kreitzer, Keniese Evans, Derrick Knight, Ashley McBride). All the high school students
completed all the lab activities, and this was validated by Dr. Mickye Johnson (Classic Upward Bound director).
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: bill.harwood@uni.edu
Page 145 of 162
UNI Community Service Projects Inventory
109.
Community Service Learning (CSL)-Funded thorugh Federal Work Study
Project title:
Number of participating
40
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development X Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
X Homelessness
Housing
Hunger
X Mentoring
X Other
X
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
X
Youth Development
X
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Community Service Learning is a program which utilizes Federal Work Study funding to
assist students and local non-profit organizations or specific tutoring programs during the
fall and spring semesters (funding is not available during the summer). Students with
Work Study eligibility may obtain practical experience through employment in their area
of study while being paid. Cooperative Education also may allow the student to receive credit for the work performed.
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
" Off-Campus Community Service allows students to work for non-profit
organizations in the Cedar Valley such as Day Care Centers, Boys & Girls Club,
United Way, Correctional Facilities/Law Enforcement Centers, YMCA/YWCA,
Mental Health Centers, Big Brothers/Big Sisters and many more.
" America Reads Community Service allows students to gain teaching experience
by tutoring local elementary students in reading.
" America Counts Community Service allows students to gain teaching
experience by tutoring local elementary students in math.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.
The Community Service Learning program is a Federal Work Study program that employs UNI students throughout
the Cedar Valley in non-profit organizations. Students can also combine this experience with Co-Op internships and
receive academic credit while getting paid.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Page 146 of 162
Through interaction with citizens who
are experiencing the problem.
UNI Community Service Projects Inventory
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Each summer we attempt to inform and
recruit new employers to continually offer UNI students a wide range of opportunities.
b. What unmet community needs have you identified? NA
What efforts have you made to evaluate the effectiveness of your service projects?
NA
Your e-mail address: tim.bakula@uni.edu
Page 147 of 162
UNI Community Service Projects Inventory
110.
Business Communication Client Projects
Project title:
Number of participating
0
Number of service Hours: 0
students
Number of participating
0
Number of service Hours: 0
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
X English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
X
Youth Development
Narrative block:
Projects vary each semester, but teams of students are required to perform a service for an external organization. The
projects have ranged from the preparation of advertising materials for Goodwill to creation of websites for
organizations, to event management for a Humane Society's pet care fair. In virtually all cases, the organization would
not have been able to hire professional writers, designers, or event managers, and would have done without the
service entirely.
This is a classroom assignment and students participate during regular academic sessions.
Did students get academic credit for this experience? Yes
If applicable: Course No: 150:113
Course Title: Business Communication
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: dale.cyphert@uni.edu
Page 148 of 162
UNI Community Service Projects Inventory
111.
Dalai Lama Visit Student Outreach
Project title:
Number of participating
Number of service Hours:
students
Number of participating
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance X
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
A group consisting of SIAC staff and Northern Iowa Student Government is working to implement special student
organization/student in general supplemental programs surrounding the May, 2010 visit to UNI of His Holiness the
Dalai Lama. Work on the project began in the spring semester of 2009. All programs are still pending at the time of
this report.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address:
Page 149 of 162
UNI Community Service Projects Inventory
112.
Lecture: David Coleman
Project title:
Number of participating
520
Number of service Hours:
students
Number of participating
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
CAB and Greek Life sponsored speaker David Coleman, the original "Dating Doctor." The topic was Making
Relationships Matter.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
Page 150 of 162
X
UNI Community Service Projects Inventory
113.
UNI-CUE Back-tp-School Supplies
Project title:
Number of participating
47
Number of service Hours: 205
students
Number of participating
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development X Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Free school supplies to 1,200 students from Black Hawk County in grades K-12.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: Nancy.Scoggins@uni.edu
Page 151 of 162
UNI Community Service Projects Inventory
114.
Lecture: Green building updates: Lessons from the University of Oregon
Project title:
Number of participating
84
Number of service Hours:
students
Number of participating
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
CAB hosted green building experts from the University of Oregon for a lecture on sustainability projects.
Did students get academic credit for this experience? No
X
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens
who are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address:
Page 152 of 162
X
UNI Community Service Projects Inventory
Chippewa National Forest, MN, Edge of the Wilderness Discovery Center; Summer
Project title: Naturalist
Number of
1
Number of service Hours: 640
participating students
Number of
participating 1
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
X
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
115.
Creating and presenting public naturalist programs; editing/writing informative panels.
Did students get academic credit for this experience? Yes
If applicable: Course No: 879:195
Course Title: Internship
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Assessments from field supervisor, faculty advisor, and Intern's self assessment and journal.
Your e-mail address: james.walters@uni.edu
Page 153 of 162
UNI Community Service Projects Inventory
116.
Lecture: CL Lindsey
Project title:
Number of participating
550
Number of service Hours:
students
Number of participating
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
X
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
CAB and Greek life sponsored speaker CL Lindsey. Topic was on-line safety and security, particularly as it relates to
college students and social networking.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
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UNI Community Service Projects Inventory
117.
Latino Outreach
Project title:
Number of participating
20
Number of service Hours:
students
Number of participating
4
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
X Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
University of Northern Iowa Department of Modern Languages faculty and students work with El Centro
Latinoamericano in Waterloo, volunteering time to visit schools and talk to Latino students; assist with documents and
translation; serve on the Board of Directors; assist with special events.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? Yes
a. If "Yes", please describe your efforts in the space provided below. Three faculty in the department serve on the
Board of Directors of the Centro Latinoamericano. One is also working closely with the Hispanic community in
Postville.
b. What unmet community needs have you identified? Need for more translators.
What efforts have you made to evaluate the effectiveness of your service projects?
student journals
Your e-mail address: cheryl.roberts@uni.edu
Page 155 of 162
X
UNI Community Service Projects Inventory
118.
Western Home Speakers
Project title:
Number of participating
Number of service Hours:
students
Number of participating
4
Number of service Hours: 4
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
X Special Needs Support for the Disabled Tutoring
Youth Development
Narrative block:
Type your project description here (limit to 1,800 characters, approximately 300 words.), note that it must include:
Indication of the kinds of services provided;
Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
Program practices or institutional support elements that were found particularly helpful or effective;
Collaborations with community agencies, including K-12 schools; and
Whether the project was supported by Federal Work-Study, CNCS programs, other Government programs.Faculty
presentations at Western Home communities -- athletics, economics, etc.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Through interaction with citizens who
are experiencing the problem.
Other mechanisms
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: stacey.christensen@uni.edu
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UNI Community Service Projects Inventory
119.
Teaching students with vision impairments in a summer space camp sponsored by Iowa Braille and
Project title: Sightsaving School
Number of
participating
Number of service Hours:
students
Number of
participating 1
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
Youth Development
X
Narrative block:
I collaborated with two professionals from the Iowa Blind and Sight-saving School who I met at a working conference
on students with sensory disabilities in STEM courses and careers that we (Greg Stefanich and myself)hosted with an
IMSEP grant. I agreed to teach at a one-week residential camp that took place in July 2009. I worked for those
ensuing weeks in making tactile materials to teach concepts that fit with the theme of this summer science space camp.
I made the following materials: gathered toys that show concepts of rotation and revolution, made tactile foam
landscapes and corresponding raised line topographic contour maps, photographed toys to make silhouettes from
different angles and made thick cardboard silhouettes, made layered foam contour maps of moon craters, produced
sets of 6 models showing the steps in crater formation, gathered volcanic rocks, made contour maps of Olympus Mons
and Valles Marineris on Mars. I taught at the summer camp. Twelve children who ranged from 2nd to 8th grade
attended. All children were either blind or has significant vision impairments. I obtained human subject permission
and parent consent and collected data to determine the efficacy of the materials.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
X
area.
conducted in the community.
Through interaction with service agencies
X Other mechanisms
and organizations in the community.
X
Through interaction with citizens
who are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
I collected data on the efficacy of the curriculum materials I made and I have written a manuscript which I have
already submitted to the Journal of Geoscience Education.
Your e-mail
audrey.rule@uni.edu
address:
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UNI Community Service Projects Inventory
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UNI Community Service Projects Inventory
120.
Greek Week Penny Wars
Project title:
Number of participating
Number of service Hours:
students
Number of participating
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled X Tutoring
Youth Development
Narrative block:
"Penny War" during Greek Week raised $504 for Magical Mix Kids.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
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UNI Community Service Projects Inventory
121.
Helping Plan Science Invention Curriculum for the New Carver Middle School in Waterloo
Project title:
Number of participating
Number of service Hours:
students
Number of participating
2
Number of service Hours: 20
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
X Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
X
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
This is an ongoing project. IMSEP asked UNI science education faculty to meet several times with the Principal and
faculty of the new Carver Middle School that focuses on Science, technology, Math and Engineering to develop
curricula for the 2009-2010 school year. I attended the meetings and am collaborating with another UNI faculty
member who specializes in middle school education, Jean Schneider, and a middle school teacher at Carver, Rebekah
Eggers on a new invention curriculum. Parts of this curriculum have been tested in small research studies. We are
collecting research data to validate the curriculum.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
Through applied research
X
area.
conducted in the community.
Through interaction with service agencies
Other mechanisms
and organizations in the community.
Through interaction with citizens who
are experiencing the problem.
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
We have received Human Subjects approval and parent permission to collect research data to validate the curriculum.
Your e-mail address: audrey.rule@uni.edu
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UNI Community Service Projects Inventory
122.
Greek Week Barbecue Fundraiser
Project title:
Number of participating
Number of service Hours:
students
Number of participating
Number of service Hours:
faculty/staff:
Issue Areas: Indicate each of the following issue areas that were addressed by this project
At-risk Youth
Community/Economic Development
Culture/Arts/Performance
Disaster/Emergency Prevention and
Disaster/Emergency Response and
Education/Dropout
Mitigation
Recovery
prevention
Employment
English as a Second Language
Environment
Health/Nutrition
Homelessness
Housing
Hunger
Mentoring
Other
Senior Citizen Services
Special Needs Support for the Disabled Tutoring
Youth Development
X
Narrative block:
Greek students raised $300 at their Greek Week barbecue for Campfire USA.
Did students get academic credit for this experience? No
If applicable: Course No:
Course Title:
Needs Areas: Indicate each of the following needs areas that were addressed by this project
Through academic research on a problem
area.
Through interaction with service agencies
and organizations in the community.
Through applied research
conducted in the community.
Other mechanisms
Through interaction with citizens
who are experiencing the problem.
X
Is your unit engaging in ongoing efforts to identify community needs which your expertise might be useful in
addressing? No
a. If "Yes", please describe your efforts in the space provided below.
b. What unmet community needs have you identified?
What efforts have you made to evaluate the effectiveness of your service projects?
Your e-mail address: lisa.kratz@uni.edu
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Page 162 of 162