This article describes how one technical communication program succeeded in creating an independent department by separating from English. We describe the context that led to the decision to create an independent program and offer advice for others who might be interested in doing the same, emphasizing five key lessons that we learned during our process. We also offer some practical actions others might take if they seek to do something similar.

We report the results of a pilot study that offers the field of technical and professional communication its first look at material working conditions of contingent faculty, such as course loads, compensation, and professional support. Findings include that contingent faculty are more enduring with stable full-time, multi-year contracts; they carry a substantial teaching loads; and the majority are satisfied and happy in their present position, but half would prefer to be working on the tenure track.