The purpose of this study was to obtain a picture of the features of the Liberal Arts Honours Program at Vanier College, St. Laurent, Montreal, which contributed to students' preparation for university. The chief sources of information were drawn from students, teachers, and administrators. A questionnaire was administered to fifty-three students. An interview-protocol was also used to collect in-depth data from six first-year and six second-year students, and six teachers, and three administrators. Analysis of data suggested that 70% of students and also 80% of the majority of the participants in this study were satisfied with Vanier College's pre-university program. Students' satisfaction was due to the following factors: academic rigor, good teaching, a highly motivated student body, appropriate administrative support, encouragement from peers and the home, and a positive school climate. The study concluded that students were quite well prepared for universities, such as McGill University, in basic academic skills. The study focused on positive qualities that the Honours program possessed. This study, being the first to examine the actual operations of a successful CEGEP pre-university training program, enriches our understanding of the CEGEP system and adds to the limited amount of information on this topic.

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This study investigated changes in self-esteem and perceived problem solving ability of academically at-risk students participating in a program called Science of Survival. The program combined adventure education and problem based learning approaches. One hundred and fifty-five male and female students, between the ages of 16 and 24 years completed the Self-Esteem Inventory and the Problem Solving Inventory at the beginning of the semester, after an adventure experience weekend, and at the end of the semester. A group of seventy-seven first year social science students, serving as a control group, also completed the inventories on the same time schedule. Self-esteem and perceived problem solving ability scores were analyzed by two one-way (treatment versus control) repeated measures (three assessments times) ANOVAs. Correlations between the two measures were also computed. Results indicated significant (p $<$.05) interactions of group by time for both self-esteem and perceived problem solving ability and significant correlations. Further analysis showed the Explorations II program was effective at increasing self-esteem and perceived problem solving ability and that these two constructs are related. The control group did not change in self-esteem over the period, but showed a deterioration in perceived problem solving ability.

No description available.