Describes the program developed at the University of Guelph, Ontario, Canada, to promote the academic and workplace success and social and emotional adjustment of students with learning disabilities. Presents details of the evaluation planned for this program, emphasizing the importance of flexibility. (SLD)

Introduces the special section on the Student Paper Contest and the Case Competition sponsored by the Canadian Evaluation Society to foster the development of evaluators. The articles are written by former participants and include reflections on the value of the competition for evaluator development. (SLD)

The authors provide an account of their experiences with the Study Essay Award of the Canadian Evaluation Society from the perspective of a former winner and the professor of program evaluation who mentored her evaluation of a substance abuse program for federal offenders on release in the community. (SLD)

Describes the Case Competition established by the Newfoundland and Labrador Chapter of the Canadian Evaluation Society based on the national Case Competition model. Describes the competition as an opportunity for students to gain skills, confidence, and contacts while working as teams. (SLD)

Presents some reflections on the Case Competition of the Canadian Evaluation Society from the perspective of coaches who prepare students for the competition. Outlines the preparation for and the rewards of the experience. (SLD)

Presents the perspective of students who have competed in the Case Competition of the Canadian Evaluation Society in which teams of three to five students analyze an evaluation case and present findings to a panel of judges. Students describe participation as a unique and invaluable learning experience. (SLD)

Illustrates the contribution that the Student Case Competition of the Canadian Evaluation Society can make to agencies with evaluation needs by describing the experience of an addiction and family services program whose gambling addiction treatment program used as the case in the qualifying round of the 1998 competition. (SLD)

Examines some of the reasons teachers in the junior colleges of Quebec, Canada have refused to participate in the evaluation of college programs. Findings from case studies of several junior college programs suggest that a bottom-up approach would have mobilized stakeholder involvement more than the top-down approach actually used. (SLD)