This roundtable discussion addresses issues of professionalism and disciplinarity at TYCs and constructs a vision of the TYC as the future hub of writing studies.

In fall 2019, the Two-Year College English Association distributed a survey to two-year college English faculty across the United States through professional listservs, regional distribution lists, and social media platforms. This report summarizes the key data derived from 1,062 responses to close-ended questions about workload related to teaching, service, leadership, and professional development. The report discusses the demographic profile, employment status, and contractual obligations in course assignments of the two-year college English faculty who responded. It also summarizes Information about respondents’ overload teaching, their autonomy within their teaching responsibilities, and the kinds of service and professional development activities in which they engaged.

The authors use three frameworks of resilience to analyze interviews with faculty from two-year colleges: individual, psychosocial, and design resilience. They describe behaviors and structures that shape the resilience of English departments in two-year colleges and suggest a model for sustained departmental and disciplinary resilience.

The author draws on analysis of a three-part study to argue that reprofessionalization of writing instructors at two-year colleges requires instructors to become better prepared and positioned to assert their teaching expertise through departmental and institutional interactions beyond the classroom.