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Picom and Community-University Intersection Université du Québec à Trois-Rivières.

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Presentation on theme: "Picom and Community-University Intersection Université du Québec à Trois-Rivières."— Presentation transcript:

1 Picom and Community-University Intersection Université du Québec à Trois-Rivières

2 Regional Context – Mauricie and Centre-du-Québec  Unemployment rate: one of the highest in Canada  Young people are leaving the region  Replacement of major primary transformation industries (pulp and paper, aluminum) by SMEs  Population has taken ownership of their social and economic development  Pioneers in community development, social development and social economy organisations 2

3 Our Partners They are Coordinating Committees from several Federation of Community Organisations  Comité régional de développement social du Centre-du- Québec  InterCDC Centre-du-Québec  Comité régional d’économie sociale du Centre-du-Québec  Consortium de développement social de la Mauricie  InterCDC de la Mauricie  Économie sociale de Francheville 3

4 Community Intervention Project - Picom  Experiential education approach involving university members and community organisations, with the following objectives: Heighten awareness of community action values Contribute to the development of community services 4

5 General Characteristics  Student teams (2 to 5) develop and carry out a project  Community challenge  Mentor designated by the organisation accompanies the team of students  Supervision by a professor  Dissemination of the results and reflective thinking about the knowledge and skills acquired 5

6 3 Types of Picoms  Picom institutional course  Picom within disciplinary courses  Community-University Intersection 6

7 Picom Institutional Course  Course chosen by the student outside of his subject area  Six credits (270 hours of work by the student)  Takes place over two semesters  Interdisciplinary team of students  Picom 3 credits (under development ) 7

8 Picom in Disciplinary Courses  Disciplinary courses (3 credits or more) using a project- based approach  Undergraduate and graduate students  Team or individually in a graduate program  Intervention or research projects  Carried out in collaboration with a community organisation  Results and tools are used by the community organisation and its clientele 8

9 What the Students Can Accomplish  Training workshop (e.g. volunteers)  Clientele needs assessment  Website creation  Communication plan  Brochure, radio and video capsules, website  Creation of an evaluation or intervention tool  Stakeholder’s guide 9

10 What the Students Can Accomplish (Cont.)  Data gathering and analysis  Help package  Business plan, marketing plan  Educational package  Training workshops  Tourist programs  Physical activity program 10

11 Financial Support  $500 for the community organisation  Up to $1,500 for the student team  Travelling costs outside of Trois-Rivières reimbursed  Recognition of a teaching duty for the supervision of two teams, within the framework of the PIC 1001 course 11

12 Community-University Intersections  A large-scale Picom  Academic and community organisation forum  Interested in a community’s problems  Possessing complementary expertises  Collaborating on development projects Reinforcing the capacity of community circles Contributing to community development Enriching university education and research 12

13 Rationale for Community-University Intersections  Tangible projects that contribute to the overall project  Widening and pooling of expertise  Complexity of problems  Experience social innovation New intervention approaches New and better-adapted services  Continuity and sustainability of the alliance between community and university 13

14 Possible Accomplishments  Community intervention projects  Intervention Traineeship  Essays, dissertations and theses  Research-action projects  Training programs and activities 14

15 Intersections  Street University  Écol’Hôtel  Healthy Communities  Regional Park les Trois Sœurs (La Tuque)  Youth accomplishments and successes  Rives Vives (Preservation of drainage basins)  Spec-Arts (Artistic platform in the Ste-Cécile church) 15

16 Statistics  Since the fall of 2008: 165 students, 40 projects  Originating mainly from the following programs: Psychology Business administration Psychoeducation Social communication Studies in leisure, culture and tourism Education 16

17 Street University Psychoeducation, Social work, universities and CEGEP and Street work organisations  Street work program  Research on runaway minors with the Bon Dieu dans la Rue  Master’s thesis  Video about street work (Louiseville)  Information collection tool for street workers (region) 17

18 Street University A mission tailored to the needs of street youth and community organisations Our Preoccupations The suffering of the youth and interveners Academia's powerlessness when faced with this challenge Improvement of the living conditions for the street youth and their interveners Fighting exclusion by pooling the resources involved in the process 18

19 The FIVE BASIC PRINCIPLES for the Street University Carrefour An essential alliance among the three partners The notion of UQTR's social responsibility The mobilisation of the main stakeholders involved as well as the community at large The continuous transfer of knowledge A co-learning approach Intervention practices The academic and scientific communities Actual experience and street culture 19

20 The Street University Carrefour's Three complementary Components Innovative Intervention Activities building on the young people's creativity: - Stained glass windows - Production of tam-tams - Marquetry - Wrought iron work - Others to come Research-action Projects based on the needs of the youth as well as the community organisations doing street work Evaluation of the current intervention programs Experiential Training Creation of a Provincial Issue Table Development of an integrated program for street workers Updating of existing training programs (Special Education Technology Program, Bachelor's in psychoeducation...) using a street work profile 20

21 Benefits for the Street Youth  Valorisation  Social participation and association with a membership group  Right to speak  Planning and experiencing innovative projects  Possibility of finding work because of competencies developed  Reduction of the feeling of social exclusion  Increase in self-esteem and confidence in personal capabilities 21

22 Construction of the Stained-Glass Window 22

23 Proud of Their Accomplishment 23

24 Re-Percussion 24

25 For More Information Contact Caroline Prud’Homme Tel.: , ext


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