Asao B. Inoue is Professor of Rhetoric and Composition in the College of Integrative Sciences and Arts at Arizona State University. He is the 2019 Chair of the Conference on College Composition and Communication. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. He also has published numerous other co-edited collections on antiracist writing assessment, as well as other books, such as Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom (2019/2022); Above the Well: An Antiracist Argument from A Boy of Color (2021); and Cripping Labor-Based Grading for More Equity in Literacy Courses (2023).

Lillian Gorman is an Associate Professor of U.S. Latina/o/x Cultural Studies and Spanish Sociolinguisitcs and the Director of the Spanish as a Heritage Language Program in the Department of Spanish and Portuguese at the University of Arizona. Her research interests center around issues of language and identity within U.S. Latina/o/x communities and in U.S. Latina/o/x popular culture. Her interdisciplinary work also focuses on heritage language pedagogy and its intersections with bilingual education. Her essays have appeared in the edited volumes Transnational Encounters: Music and Performance at the U.S. Mexico Border, Bilingual Youth: Spanish in English Speaking Societies, Explorations in Ethnography, Language and Communication: Capturing Linguistic and Cultural Diversities, Querencia: Reflections on the New Mexico Homeland, and meXicana Roots and Routes: Listening to People, Places, and Pasts. Her book, Zones of Encuentro: Language and Identities in Northern New Mexico, with the Ohio State University Press Global Latin/o Américas series, is the winner of the 2025 New Mexico Book Award in the Multicultural Category and a finalist in both the BIPOC Author or Subject Category and the First Book Category. She was also awarded the University of New Mexico Center for Regional Studies Semester Scholar-in-Residence Award (2020) and the University of Arizona Hispanic Serving Institutions Fellowship (2019-2020). She recently received the Mentoring Future Scholars Award from the University of Arizona Office of the Provost and is a 2024 UA Digital Borderlands in the Classroom Faculty Fellow.  

Jieun Ryu is an Assistant Professor of Practice in the Department of East Asian Studies and Director of the Korean Language Program at the University of Arizona. She holds a Ph.D. in Second Language Acquisition and Teaching from the University of Arizona. With over a decade of experience in language teaching and program administration, Jieun has developed and implemented innovative curricula, especially in the field of Less Commonly Taught Languages (LCLTLs), particularly Korean. Her recent work involves integrating cutting-edge technologies such as AI to support active learning. She is also passionate about integrating project-based, task-based, and multiliteracies pedagogy into foreign language classroom practice. In addition, her experience in developing proficiency-based curriculum for intensive language courses provides insights for students interested in intensive language teaching careers, such as the Defense Language Institute.

Bryan Carter is currently the Director of the Center for Digital Humanities and a Professor in Africana Studies at the University of Arizona. He specializes in African American literature of the 20th Century with a primary focus on the Harlem Renaissance. His research also focuses on Digital Humanities/Africana Studies. He has published numerous articles on his doctoral project, Virtual Harlem, an immersive representation of a portion of Harlem, NY, as it existed during the 1920s Jazz Age and Harlem Renaissance. His research centers on how using traditional and advanced interactive and immersive technologies change the dynamic within the learning space. He completed his first book, entitled Digital Humanities: Current Perspectives, Practice and Research through Emerald Publishing in 2013, and his second manuscript through Routledge Press, entitled AfroFuturism: Experiencing Culture Through Technology was completed in June 2022. His current work has led to exploring the African American and expatriate experience in Paris through immersive and augmented technologies using handheld devices and wearable technologies, and Afrofuturism through his exploration of "presence" by teaching as a hologram. He is currently the PI on a multi-million dollar Commerce Department initiative to expand and enhance broadband access to underserved areas around the University of Arizona and its micro-campus sites.