Juliet Ellinger-Cruz is a Ph.D. student in Rhetoric and Composition at the University of Cincinnati, where she teaches first-year writing and tutors in the Academic Writing Center. Her research focuses on inclusive pedagogy, neurodiversity in composition, and access for marginalized student populations. She holds an M.A. in English with a TESOL certificate and has presented at national conferences including CCCC and Feminisms and Rhetorics.

Jessica Enoch is Professor of English and Director of the Academic Writing Program at the University of Maryland. Her recent publications include Domestic Occupations: Spatial Rhetorics and Women's Work; Mestiza Rhetorics: An Anthology of Mexicana Activism in the Spanish-Language Press, 1887-1922 (co-edited with Cristina Ramírez), Women at Work: Rhetorics of Gender and Labor (co-edited with David Gold), and Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies (co-edited with Jordynn Jack). Domestic Occupations won the Winifred Bryan Horner Outstanding Book Award in 2020. Her work has appeared in such outlets as Rhetoric Society Quarterly, Rhetoric Review, Quarterly Journal of Speech, College English, and College Composition and Communication. She has served on the Executive Boards for the Conference on College Composition and Communication, Rhetoric Society of America, and Coalition of Feminist Scholars in the History of Rhetoric and Composition.

Richard Leo Enos is an Emeritus Piper Professor (State of Texas) and the Quondam Holder to the Lillian Radford Chair of Rhetoric and Composition at Texas Christian University.

Jaclyn Fiscus-Cannaday is assistant professor at the University of Minnesota, Twin Cities. She specializes in critical composition theories and pedagogies—including feminist, accessible, antiracist, queer, and linguistically informed strategies for teaching writing. Her research explores how teaching writing works, how people think teaching writing should work, and how we might learn from classrooms, communities, and writing programs that support and welcome all writers.

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.

'm a Professor and the current Head of Department in the Department of Adult and Community Education. I've been working in Adult Education since the 1990s. I have a particular interest in education within social movements and community spaces. I used to be a nurse but left the wards behind in the 1990s to set up a women's community education group in North Dublin. I stayed in community education for around 15 years (aside from taking some time out to care for my children when they were young). My PhD, and first book, Community Education and Neoliberalism (2017), the largest national study of community education in Ireland, focused on the co-option of much consciousness-raising education by neoliberal forces. In part because of this co-option much critical community education now happens in non-funded spaces including housing actions, reproductive rights activism and in trade union spaces. I continue to work with feminist-led civil society spaces that seek to advance equal rights for people of all genders. In these spaces, I have a particular interest in the role of critical feminist pedagogy. I have led out a number of education initiatives and have a strong record in collaborative, engaged, action research projects across feminist-groups, community education, and other spaces where equality and social justice agendas need to be advanced. With the support of hundreds of activists, I did significant research on the Irish Repeal Movement which has been published in the book Repealed: Ireland's Unfinished Fight for Reproductive Rights (2021). In 2022, Repealed was awarded the James S Donnelly Sr book award for contribution to History and Social Science by the American Conference for Irish Studies. In recent years, I have collaborated on anti-racism work within adult and community education (mostly focusing on my own whiteness).

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.