In this special issue introduction about alternative grading practices, we argue that stories from two-year colleges and other underrepresented institutions matter. As our title suggests, this special issue is an attempt to recognize the unrecognized and disrupt the dominant alternative assessment narrative. To meet the needs of all students, especially those whose journeys include two-year colleges, the field must find ways to elevate faculty voices from community colleges, technical colleges, and vocational colleges in conversations about pedagogical innovations, including grading.

This article traces the complexities of two-year college (TYC) writing program administration and offers suggestions for more research about TYC writing program administration and in collaboration with TYC writing program administrators.

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.