Geographers at two-year colleges play a pivotal role in educating future geographers; however, little research has explored the demographics and work of two-year college professors nationally or the role of geography courses at these institutions. A questionnaire sent to two-year college geographers captured working conditions of faculty at U.S. community colleges. Results show high job satisfaction, alongside concerns over the “hidden” nature of the discipline. Results also show that most two-year program faculty embrace innovative pedagogy and are strong advocates of geography but lack diversity and are often the sole geographers at their institutions. To better serve all geography students, faculty at four-year colleges should do more to promote employment at two-year colleges as a rewarding career to graduate students and work with two-year college faculty to promote the discipline while supporting transfer. Such efforts might be especially important at minority-serving institutions to help increase diversity among two-year college faculty. Additionally, national organizations such as the American Association of Geographers and others should better support two-year faculty, especially adjuncts, in their academic mission by both advocating for their material needs (better pay) and convening workshops aimed at instructors offering innovative pedagogy.

两年制大学的地理学家在培养未来的地理学家方面发挥着举足轻重的作用；然而，很少有研究探讨全国两年制大学教授的人口统计和工作或地理课程在这些机构中的作用。一份发给两年制大学地理学家的调查问卷记录了美国社区大学教师的工作条件。结果显示出很高的工作满意度，以及对该学科“隐藏”性质的担忧。结果还表明，大多数两年制课程的教师都接受创新的教学法，并且是地理学的坚定拥护者，但缺乏多样性，并且通常是其机构中唯一的地理学家。为了更好地服务所有地理学生，四年制学院的教师应该做更多的工作来促进两年制学院的就业，将其作为对研究生的有益职业，并与两年制学院的教师合作，在促进学科发展的同时支持转学。这种努力在少数族裔服务机构中可能尤其重要，以帮助增加两年制大学教师的多样性。此外，美国地理学家协会等国家组织应更好地支持两年制教师，尤其是兼职教师的学术使命，既提倡满足他们的物质需求（更高的薪酬），又召集针对提供创新教学法的教师的研讨会。这种努力在少数族裔服务机构中可能尤其重要，以帮助增加两年制大学教师的多样性。此外，美国地理学家协会等国家组织应更好地支持两年制教师，尤其是兼职教师的学术使命，既提倡满足他们的物质需求（更高的薪酬），又召集针对提供创新教学法的教师的研讨会。这种努力在少数族裔服务机构中可能尤其重要，以帮助增加两年制大学教师的多样性。此外，美国地理学家协会等国家组织应更好地支持两年制教师，尤其是兼职教师的学术使命，既提倡满足他们的物质需求（更高的薪酬），又召集针对提供创新教学法的教师的研讨会。