Maha Bali is a Professor of Practice at the Center for Learning and Teaching at the American University in Cairo (AUC) and a globally recognized advocate for social justice, equity, and care in open education. Holding a PhD from the University of Sheffield, she leverages her extensive experience as a faculty developer to teach courses on digital literacy, AI, and game design. Bali co-founded the grassroots initiative Virtually Connecting to promote conference accessibility and inclusivity, and she also co-facilitates the Equity Unbound curriculum, focusing on socially just intercultural learning. A prolific writer and influential voice in her field, she regularly publishes her insights on critical pedagogy and open educational practices on her blog, Reflecting Allowed, and in academic journals.

Jeremy Douglass is an Associate Professor of English at the University of California, Santa Barbara (UCSB), where his research focuses on games, electronic literature, and data mining for the humanities. He serves as faculty director of the Digital Arts and Humanities Commons and is a co-principal investigator for the “WhatEvery1Says” project, which uses digital humanities methods to analyze public discourse about the humanities. Douglass is a prominent figure in the software studies and critical code studies communities, and his work, which has been supported by organizations like the MacArthur and Mellon Foundations, explores interactive narratives, electronic poetry, and cultural analytics. He is the co-author of several books, including 10 PRINT CHR$(205.5+RND(1)); : GOTO 10 (2012) and Reading Project: A Collaborative Analysis of William Poundstone’s Project for Tachistoscope {Bottomless Pit} (2015).

Jon Ippolito is an artist, writer, curator, and Professor of New Media and Director of Digital Curation at the University of Maine. Winner of Tiffany, Lannan, American Foundation, and Thoma awards, Ippolito is co-founder of the Variable Media Network for preserving new media art, UMaine&s Digital Curation and Just-in-Time Learning programs, and Learning With AI, a toolkit for educators and students that makes it easy to filter for AI assignments and resources by discipline or purpose. Ippolito has given over 200 presentations, co-authored the books At the Edge of Art and Re-collection: Art, New Media, and Social Memory, and published 90 chapters and articles in periodicals from Artforum to the Washington Post. His AI focus is creators—writers, programmers, and media makers—and how the technical, aesthetic, and legal ramifications of generative AI empower and frustrate them.

Mark C. Marino is a Professor (Teaching) of Writing at the University of Southern California (USC) and the Director of the Humanities and Critical Code Studies Lab, where he explores the cultural and social impacts of computer code and artificial intelligence. A leading scholar on the topic of AI and writing, he also has an extensive background in electronic literature, including co-authoring the experimental books 10 PRINT CHR$(205.5+RND(1)); : GOTO 10 (2012) and Reading Project: A Collaborative Analysis of William Poundstone’s Project for Tachistoscope {Bottomless Pit} (2015). His recent work in the AI area includes his book Hallucinate This! an authoritized autobotography of ChatGPT (2023) and his role as a co-author of the forthcoming book Inventing ELIZA: How the First Chatbot Shaped the Future of AI, scheduled for publication in May 2026. Marino also shares his insights and projects on Medium an Substack.

Anna Mills is an English instructor at College of Marin and Cañada College, known for her expertise in the ethical integration of AI in writing education and open educational resources (OER). She has over two decades of experience teaching writing in California community colleges and is the author of the widely used OER textbook How Arguments Work: A Guide to Writing and Analyzing Texts in College. A leading voice in the field of AI pedagogy, Mills serves on the Modern Language Association Task Force on Writing and AI, is a faculty member for the American Association of Colleges and Universities Institute on AI, Pedagogy, and the Curriculum, and has published a prominent resource collection titled AI Text Generators and Teaching Writing: Starting Points for Inquiry. Her extensive writing on AI in higher education has appeared in publications such as Inside Higher Ed and The Chronicle of Higher Education.

Annette Vee is an Associate Professor of English and Director of the Composition Program at the University of Pittsburgh, where her work consistently explores the intersections of computation and writing. A leading expert on AI in education, Vee is a co-editor of the open-access resource TextGenEd: Teaching with Text Generation Technologies and authors the prominent newsletter series “AI and How We Teach Writing” in partnership with W.W. Norton & Company. Her research emphasizes the development of “critical AI literacy” to help students and faculty understand, apply, and ethically assess AI tools. She is also the author of the foundational book Coding Literacy: How Computer Code is Changing Writing (MIT Press, 2017) and frequently facilitates workshops on AI pedagogy for educators at various levels.

Marc Watkins is the Assistant Director of Academic Innovation and a Lecturer of Writing and Rhetoric at the University of Mississippi, where he also serves as the Director of the AI Institute for Teachers. His work focuses on exploring the impact of generative AI on teaching, learning, and faculty development, with an emphasis on promoting AI literacy and ethical engagement across campus. A prolific writer on the subject, he shares his insights regularly on his newsletter, Rhetorica, and his writing has been featured in publications like Inside Higher Ed and The Chronicle of Higher Education. He has over two decades of experience working in education and previously served as an Academic Innovation Fellow, focusing on training faculty and staff in generative AI and developing university policy recommendations.