Lisa Alexander, EdD, MPH, PA Emily Morrison, MA The George Washington University Phone:

Mission  The mission of ISCOPES is to provide students with a service-learning experience while addressing community- identified health needs in the Washington, DC metropolitan area. Interdisciplinary teamwork and community interaction make ISCOPES a unique approach to promoting health in DC and reducing barriers to accessing health information and care.

 Created in 1995 by The George Washington University and George Mason University  Originally funded by the Health Professions Schools in Service to the Nation (HPSISN) Program  HPSISN grant provided 3 years of funding History

Then:  4 student disciplines: MD, PA, NP, Health Management and Leadership  Community faculty member  University faculty member  2 Universities: George Washington University George Mason University Program Overview

Now  6 student disciplines: MD, PA, NP, PT, MPH, Health Management and Leadership  Community faculty member  University faculty member  2 Universities: George Washington University George Mason University

Areas to Consider*  Administration involvement and support  Climate  Community Collaboration  Curricular Integration  Faculty Development and Involvement  Program Development and Management  Student Participation and Leadership  Sustainability and Institutionalization * SEE NOTES VIEW for more details on how ISCOPES is approaching each

Key Tips for a Successful Transition  Location of the program—Situated in the School of Medicine and Health Sciences which values interdisciplinary work. ISCOPES supports this mission.  A 3-year history of ISCOPES having protected time built into the curriculum  Documented and visible successes— Evaluation data, including community voice, to encourage faculty, community, and administrative support.  Semi-annual stakeholder meetings  Program utilizes dialogue and regular meetings to respond to changing needs of community partners, students, faculty, and administrators  With time—Created full time position

Tips Continued  Campus Champion(s)—Well respected faculty and administrators involved.  Financed by the entire School of Medicine and Health Sciences’ revenue rather than a burden to any single department since many dept. are involved.  Involvement from various departments, satisfies professional ethics, interdisciplinary teams, and cultural sensitivity requirements  Required involvement for some academic programs (included in their program accreditation)

Tips Continued  Opportunity for CBPR experience (student research is a goal within the school).  Included in recruitment, incoming students expect to participate in the program. Students recruit fellow students.  Community partners interpret community needs and ensure that projects are appropriate.  Revisit and renew partnerships for sustainable programs and to ensure that community needs are being heard and addressed.

Resources  Andrew Furco—Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education (3 rd Ed) d/Furco_rubric.pdf  American Association of Community Colleges— Program Sustainability (under Publications)  Community-Campus Partnerships for Health  National Service-Learning Clearinghouse

Distinguishing Between Service Programs Recipient  BENEFICIARY  Provider Service  FOCUS  Learner Service-Learning Community Service Field Education Volunteerism Internship Furco, 1996

Requested info  Information on Roles and Responsibilities (inc. community partner expectations & evaluation overview (see “Students” section))  Information on Service-Learning (includes a link to a PDF with examples of SL at GW and the strategic plan):