This article describes two early career tenure-track faculty’s approach to horizontal mentorship and dialogic reflection to adapt their teaching to the needs of Research II graduate writing programs. Collaborative reflection about how their teaching evolved helped the authors not only unlearn their original doctoral training but also reimagine graduate education for their new contexts and students. This small case study on sharing vulnerabilities in horizontal mentorship is a practical example for how newly minted PhDs embark on careers outside of their Research 1 training can critically reflect on their own socialization and create strategic mentoring experiences for each other.

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.

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