Youth University

1) Category:
• Other

2) Issues Behind the Program:

• Usually, people are more open to learning when they are in an environment where they
feel accepted and where they have the impression of belonging to a group and to a
community.
• This is especially true for students because they are in the midst of developing their
self-image, self-esteem, social abilities, academic knowledge and motivation to learn in
the long term.
• Some studies show that certain elements related to the community and to models are
absent from some school environments.

3) Objectives:
• To offer students an educational resource to allow them to learn more about
themselves, about others and about the world around them
• To initiate students to the world of higher education
• To help students reach their full potential socially, emotionally and academically
• To build students' confidence by giving them individual attention thanks to a community
that is considerate, helpful, and inclusive
• To offer a variety of programs that connects the community of Niagara to the resources
of Brock University
• To offer students at Brock University the chance to deepen their knowledge and an
opportunity to apply this knowledge to their daily life

4) Environment:
• Primary and secondary schools
• Universities

5) Target Group:
• Students from 5 to 17 years old
• Students at Brock University

6) Key Words:
• Youth University, coeuréaction, school-family-community partnership, program,
community, motivation, sciences, robotics, climbing, social development, emotional
development, academic development, self-esteem, open-mindedness, university
environment, continued learning

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/. Page 1 of 4
7) Program Description:
• This educational resource is for pre-university students working in primary and
secondary schools. A university department promotes community involvement and life-
long learning.
• All activities are led by students at Brock University who are leaders, examples of
excellence and experts in their fields.
• Each student receives on average fifty hours of training (class and risk management,
special needs, teaching styles, etc.).
• Activities are structured around three key elements: community, curiosity, character.
o To create a community: A place where one has the impression of belonging to
something greater than oneself, that is healthy, safe, and where one can share,
learn from others, and accomplish great things as part of a team
o To develop character: Pride, self-confidence, knowledge, self-respect, etc.
o To encourage curiosity: To be interested in one's surroundings and in others, to
meet new people and have new experiences in order to develop life-long learning
skills as well as fostering a desire to participate

8) Steps:
• The steps vary according to the programs organized with the students.

9) Activities/Actions:
• Youth University offers students various programs:
o Day programs for primary and secondary school students:
 Offered year-round (from 9 am to 3:15 pm)
 Leadership proficiency, community togetherness, robotics, etc.
o Two- or three-day residence for students from Grades 5 to 10 in May and June:
 Science, natural science, robotics, leadership
o One-day programs for local community groups
o Individual enrichment programs for students during the school year:
 Saturday program: Six-week program for students from Grade 4 to Grade 8,
activities with Lego Mindstorms robots, which combine creativity and student
skills
 March break (robotics, science and humanities program)
o Summer enrichment camp
o Community service projects for children in difficulty
o Volunteer opportunities and co-op programs/practicums for secondary students:
 to encourage curiosity, discussion, and a thirst for learning: Climbing,
swimming, cooperative games, group challenges
o Self-esteem program for adolescents:
 Dinner-conferences organized at school and aimed at adolescents from Grade 6
to Grade 10 who have low self-esteem

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/. Page 2 of 4
  Workshops hosted by a volunteer who talks about his/her professional
experiences and life choices

10) Resources Required:

• Human resources:
o Volunteers
o University personnel
o Students
• Material resources and facilities:
o Science and robotics materials
o Climbing materials
o Science laboratories
o Computer laboratories
o Parks and hiking trails

11) Roles of the Participants:

• The school:
o signs up students (classes) for school programs;
o participates in activities, for example, poster competitions, essay competitions.
• The university students and volunteers from Brock University:
o participate in training sessions, take on leadership roles and act as models for the
students;
o organize workshops and activities;
o transfer their skills to the students.
• Community volunteers:
o talk about their professional experiences, answer questions from students, etc.

12) Scientific Basis or Validity:

• The program was created in 2005. Research shows that Youth University contributes to
giving students a feeling of belonging to their community:
http://www.brocku.ca/webfm_send/117.
• Youth University promotes group involvement:
http://www.brocku.ca/webfm_send/458.
• Interviews have been conducted with 1 300 students who participated in the program:
http://www.brocku.ca/webfm_send/460.

13) Program Material:

• Website: www.brocku.ca/youth-university
• Various information documents specifically designed for parents and teachers.

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/. Page 3 of 4
14) Additional Information:
• The information contained in this factsheet was taken from: www.brocku.ca/youth-
university.
• Some activities (camps, workshops, etc.) may require a financial contribution from
parents and schools.

15) Contacts:
• Brock University
500, Glenridge Avenue
Room: Alphie's Trough
St. Catharines, Ontario L2S 3A1
Tel.: (905) 688-5550, ext. 3120

This factsheet was taken from the following website: http://rire.ctreq.qc.ca/. Page 4 of 4