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Lisa Alexander, EdD, MPH, PA Emily Morrison, MA The George Washington University iscopes@gwu.edu http://www.gwumc.edu/iscopes Phone: 202-994-3274
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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.
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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
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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
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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
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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 *www.aacc.nche.edu/Content/ContentGroups/Project_Briefs2/sustainability.pdf SEE NOTES VIEW for more details on how ISCOPES is approaching each
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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
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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)
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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.
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Resources Andrew Furco—Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education (3 rd Ed) http://www.servicelearning.org/filemanager/downloa d/Furco_rubric.pdf American Association of Community Colleges— Program Sustainability (under Publications) www.aacc.nche.edu/servicelearning Community-Campus Partnerships for Health http://depts.washington.edu/ccph/index.html National Service-Learning Clearinghouse http://www.servicelearning.org/index.php
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Distinguishing Between Service Programs Recipient BENEFICIARY Provider Service FOCUS Learner Service-Learning Community Service Field Education Volunteerism Internship Furco, 1996
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Requested info Information on Roles and Responsibilities (inc. community partner expectations & evaluation overview (see “Students” section)) http://www.gwumc.edu/iscopes/roles/index.cfm Information on Service-Learning (includes a link to a PDF with examples of SL at GW and the strategic plan): http://www.gwumc.edu/iscopes/service/index.cfm
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