| This thesis explores how community colleges strive to provide an array of courses to meet the educational needs of their communities. The appreciative inquiry approach at the heart of this thesis engages part-time college instructors in identifying their preferred professional development activities. This appreciative inquiry approach is consistent with the goal of colleges to provide quality learning experiences, and recognizes that part-time college instructors can influence the learning experience of hundreds or even thousands of students. With an emphasis on teaching, the professional development of colleges' instructional staff is of significant importance.; Although these part-time temporary instructors play a key role in the programmatic and financial flexibility of community colleges and make up a substantial part of the college's teaching force, their professional development is often neglected. Part-time instructors themselves report feeling isolated and marginalized. The study used appreciative questions in a questionnaire and follow-up interviews. Nineteen participants responded to the questionnaire, which focused on the following areas: their present and past successful teaching experiences, the skills and qualities they most valued about themselves; and, their dreams for their future as adult educators. The follow-up interviews with 4 participants focused on analysing the questionnaire data for themes or ideas, and to articulate the recommendations for professional development.; The study resulted in a list of recommendations that are based on the instructors' previous and present successful teaching experiences. These recommendations included a number of instructional skills workshops, annual instructor retreat, instructor newsletter, informal mentoring, graduation ceremonies, and so on. The College responded to the recommendations, and a number of the professional development activities were delivered within 6 months of the conclusion of this study. |
