Jenn Fishman is a writing educator whose research, teaching, and leadership span undergraduate research, longitudinal research, and community listening. Her work reflects her feminist commitments, including her latest projects, which take up storymethods, artifacts and archives, and the culinary arts. A recipient of the Braddock Award and PI of several grant-supported projects, her publications include The Naylor Report on Undergraduate Research in Writing Studies (2020), Telling Stories: Perspectives on Longitudinal Re¬search in Writing Studies (2023), and Community Listening: Haunting, Stories, Possibilities (2025) as well as special issues of CCC Online, Community Literacy Journal, and Peitho. Currently, she is Associate Professor of English and Co-Director of the Ott Memorial Writing Center at Marquette University.

Michelle E. Flahive is an Assistant Teaching Professor of Writing and Rhetoric in the University Writing Program. Michelle’s research interests include writing and rhetoric, applied linguistics, mentorship and embodiment, translingual theory, writing curriculum and assessment, and writing program assessment. Her dissertation research examined the mentorship experiences of Women of Color graduate student instructors through collaborative participatory research methods in order to theorize ways to improve equity in writing programs. Michelle’s research continues to focus on improving equitable mentorship in writing studies: Her research is now focused on how integrating decolonial theories of language and literacy into writing and rhetoric teaching and research can improve mentorship for teachers and students from historically marginalized communities in the field.

I am currently a Ph.D. student at Clemson University in the Rhetoric, Communication, and Information Design program. I have an M.F.A B.A. in Writing, and an M.F.A. in Dramatic Writing from the Savannah College of Art and Design. I recieved my B.F.A in Communication from Kennesaw State University.

Professor Emerita, Department of Humanities, Michigan Technological University. Professional involvement including committee work, presentations and keynote addresses, and numerous publications in the Conference on College Composition and Communication, the Modern Language Association, and CFSHRC. Books published by John’s Hopkins University Press, the Modern Language Association, and Utah State University Press. Articles in College Composition and Communication, Rhetoric Review, JAC, and College Literature. Co-edited symposia in College Composition, and Communication, and Rhetoric Review. Founding editor of the journal Reader.

Danica Fuerst (they/them) is a graduate student at the University of Massachusetts, Amherst, interested in queer and trans rhetorics and critical feminist writing pedagogy.

Dr. Cinthia Gannett is associate professor emerita of English and former director of core writing at Fairfield University. Prior to joining the Fairfield faculty, she directed writing programs and writing centers at Loyola University of Maryland and at the University of New Hampshire for several decades. She has published on women's journal diary traditions (Gender and the Journal, SUNY 1992), program administration, international writing studies, and archival studies. Founding president of the International Society for the Study of Jesuit Rhetoric, she also co-edited Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies, and is co-editing two international collections to be published in 2025.

Dr. Amy Gerald is an Assistant Professor of English and earned her Ph.D. from the University of North Carolina at Greensboro with a specialty in Rhetoric and Composition. She also has a graduate certificate in Women's Studies, an MA in English from Appalachian State University and a BA in English from Wake Forest University. Dr. Gerald's scholarship lies in the intersection of feminism, rhetoric, and writing, with work appearing in journals such as Peitho: Journal of the Coalition of Women Scholars in the History of Rhetoric and Composition, Composition Studies, the Journal of Advanced Composition, Feminist Teacher, the Writing Lab Newsletter and the collection The Teacher's Body: Embodiment, Authority, and Identity in the Academy.

I’m Treasurer of the Coalition and a Professor of English, Education, and Women’s & Gender Studies at the University of Michigan. My scholarly interests include the feminist rhetorics, writing pedagogy, and digital rhetorics, and I am particularly interested in the experiences of non-elite populations of students, the voices of marginalized rhetors, and the means by which ordinary citizens use language to effect change. My book projects include Rhetoric at the Margins: Revising the History of Writing Instruction in American Colleges; the collection Rhetoric, History, and Women’s Oratorical Education: American Women Learn to Speak, coedited with Catherine Hobbs; Educating the New Southern Woman: Speech, Writing, and Race at the Public Women’s Colleges, with Catherine Hobbs; and the collection Women at Work: Rhetorics of Gender and Labor, coedited with Jessica Enoch. I am currently studying Black women’s rhetorical activism in the age of Jim Crow.

Stephanie Gottlob is an improvisational movement artist and PhD candidate in Prescott College’s sustainability education program. After living and dancing for over three years in the biomes of North America and earning her master’s degrees in Movement, Mind, Ecology at Schumacher College in England, she currently researches and teaches "Dancing the Biomes", a transdisciplinary indoor/outdoor eco-embodied pedagogy she designed for environmental studies students that explores body-based encounters with environmental ethics. She is currently completing her dissertation through the lens of post-qualitative inquiry

Race and Representation in Popular Culture; Black Feminist Theory; Womanism; Embodied Social Justice; Contemplative Pedagogy

Tiffany Gray is in her final phase of her PhD program, with an anticipated graduation date of May 2027. Her research interests are vast, as she currently researchers and writes about archival research, women's rhetoric, ethical consideration of writing with Artificial Intelligence. Currently, Tiffany is working on completing her dissertation, (Re)Conceptualizing Archival Research through Performances of Repertoire, a topic that accounts for the physical moves and gestures that researchers make in digital archival generation. Beyond research and academics, Tiffany enjoys Pilates and spending time with her family.

Dr. Lisa Gring-Pemble, an associate professor at George Mason University, is a Phi Beta Kappa graduate of St. Olaf College. She received her M.A. and Ph.D. in Communication (Rhetoric) from the University of Maryland.. She is the author of Grim Fairy Tales: The Rhetorical Construction of American Welfare Policy, co-author of Your Daughters Will Prophesy: Religion and Rhetoric in the Nineteenth-Century Woman's Movement, and co-editor of Readings on Political Communication. Her work has appeared in The Quarterly Journal of Speech, Political Communication, Rhetoric & Public Affairs, Women and Language, and Communication Quarterly, among others. Gring-Pemble is passionate about teaching and is the recipient of the 2005 George Mason University Teaching Excellence Award, 2017 OSCAR Mentoring Excellence Award, 2019 George Mason University Alumni Association Faculty of the Year Award, and 2024 John Toups Presidential Medal for Faculty Excellence in Teaching. Gring-Pemble regularly collaborates with faculty and staff at the College of Public Health in a variety of ways, including serving as a lead academic mentor for the Learning Laboratory for Population and Social Health, and serving as a co-principal investigator on several grants focused on community-driven development and public health.

Letizia Guglielmo is Professor of English and Interdisciplinary Studies at Kennesaw State University (KSU), where she teaches courses in writing and rhetoric and gender and women’s studies in a variety of course modalities, including online asynchronous environments. Her writing and research explore feminist rhetoric and pedagogy, gender and pop culture, and student and faculty professional development, and her work has appeared in a variety of peer-reviewed journals and edited collections. She is author and co-editor of Immigrant Scholars in Rhetoric, Composition, and Communication: Memoirs of a First Generation, author and editor of Misogyny in American Culture: Causes, Trends, Solutions, co-author of Scholarly Publication in a Changing Academic Landscape, author and editor of Contingent Faculty Publishing in Community: Case Studies for Successful Collaborations, and author and editor of MTV and Teen Pregnancy: Critical Essays on 16 and Pregnant and Teen Mom. As a certified professional coach with the International Coaching Federation (ICF) she also has served as a Faculty Success Fellow and Coach with the Center for Excellence in Teaching and Learning (CETL) at KSU, where she facilitated faculty development workshops and offered one-to-one coaching for faculty on a variety of topics connected to faculty writing and publishing and career progression.