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Neal A. Lester is an expert in African American literary, cultural studies, racial bias and discrimination, especially as regards African Americans.

Lester is a Foundation Professor of English at ASU where he is founding director of the award-winning Project Humanities initiative. He鈥檚 also a popular public speaker, radio guest, op-ed contributor, newspaper columnist, blogger, and discussion facilitator. He is the author, co-author or editor of seven books and numerous articles in journal and magazines on topics such as children's literature, drama, folklore, the politics of hair, the "n-word," and racialized images in American cinema. The recipient of dozens of honors and awards for public scholarship and professional service, Lester conducts race and privilege training in the community and leads Project Humanities' Service Saturdays, an outreach to those experiencing homelessness, once per month in downtown Phoenix.

Mark Warschauer is a Professor of Education and Informatics at the University of California, Irvine. A first generation college student and former community organizer for the United Farm Workers union, Dr. Warschauer began his educational career as a Spanish bilingual math and ESL teacher in San Francisco public schools. He has previously taught and conducted research at the University of Hawaii, Moscow Linguistics University, Charles University in Prague, and Waseda University in Japan, and served as educational technology director of a large educational reform project in Egypt.

Dr. Warschauer is director of the Digital Learning Lab at UC Irvine, where, together with colleagues and students, he works on a range of research projects related to digital media in education. In K-12 education, his team is developing and studying cloud-based writing, examining new forms of automated writing assessment, exploring digital scaffolding for reading, investigating one-to-one programs with Chromebooks, and analyzing use of interactive mobile robots for virtual inclusion. In higher education, his team is looking at instructional practices in STEM lecture courses, the impact of virtual learning on student achievement, the learning processes and outcomes in Massively Open Online Courses (MOOCs), and the impact on students of multi-tasking with digital media. The DLL team is also exploring new approaches to data mining, machine learning, and learning analytics to analyze the learning and educational data that result from use of new digital tools.

Dr. Warschauer is author and editor of a wide range of books, including, most recently, Learning in the Cloud: How (and Why) to Transform Schools with Digital Media and Japan: The Paradox of Harmony. He is founding editor of Language Learning & Technology journal and has been appointed inaugural editor of AERA Open. He is active on Twitter @markwarschauer, where he posts on a wide range of professional and personal issues, and occasionally blogs at Papyrus News. He is a Fellow of the American Educational Research Association.

Lupo teaches middle school, elementary, TESOL, and special education literacy courses for pre-service and in-service teachers and future reading specialists. 
Dr. Sarah M. Lupo is an assistant professor in the . Dr. Lupo received her bachelor’s degree from James Madison University and a master's and doctorate in literacy education from the University of Virginia. Dr. Lupo has over two decades of experience as an English teacher, ESL teacher, reading specialist, and literacy coach. She has taught at the elementary, middle, and high school levels in Washington D.C., Istanbul, Turkey, Phoenix, AZ, and Charlottesville, VA.
Dr. Lupo was named a Reading Hall of Fame Emerging Scholars Fellow and AERA Divison C New Faculty Fellow. She is a recipient of the Major Parker Fellowship Endowment of the College of Education, winner of the Jeanne Chall Fellowship from the International Literacy Association (ILA), and a finalist for ILA’s dissertation of the year competition.  in Reading Research Quarterly, Reading Teacher, Journal of Adult and Adolescent Literacy (JAAL), Literacy Research: Theory, Methods, and Practice, Literacy Today, and Reading in Virginia. She is also the lead author of .
Her research focuses on exploring various influences to readers’ comprehension, including text complexity and knowledge, and how instruction can be differentiated to support all readers’ understanding of challenging texts across the content areas. She also explores the science of reading, as she strives to put theory into practice to find practical ways teachers can improve literacy for K-12 students.
Lupo earned a bachelor's degree in Philosophy at JMU, a master's degree and Ph.D. in literacy education at the University of Virginia.

 was on the faculty in the Department of Psychology at the University of New Hampshire prior to coming to the University of Illinois Urbana-Champaign in 2002. She is currently a Professor Emerita and research professor of  with appointments in psychology and the . She leads .
Education


Ph.D., general/experimental psychology, Georgia Tech University, 1983


Postdoctoral researcher, Duke University, 1983-1984


Research scientist, Brandeis University, 1984-1990


Research Interests:
Professor Stine-Morrow's research is focused on the conditions and strategies that augment cognitive health and make us effective learners into later adulthood. Research topics include:


Investigating how age-related change in cognition impacts language and text comprehension and how shifts in strategy with age can contribute to maintaining text memory.


Mechanisms underlying individual variation in literacy skill among adults.


Interventions that promote cognitive resilience into late life.


Professor Stine-Morrow’s research is broadly concerned with the multifaceted nature of adult development and aging; in particular, how cognition and intellectual capacities are optimized over the adult life span. She has examined how self-regulated adaptations (e.g., selective allocation of attentional resources, reliance on knowledge-based processes, activity engagement, etc.) engender positive development in adulthood. Much of this research has focused on the important role of literacy and the processes through which effective reading is maintained into late life.
Professor Stine-Morrow's research has been funded by the National Institute on Aging, the National Science Foundation, and the Institute for Educational Sciences. She is a Fellow of the American Psychological Association and the Gerontological Society of America. Awards include the College of Education Spitze-Mather Award for Faculty Excellence and the Department of Educational Psychology Jones Teaching Award. Professor Stine-Morrow has served as president of Division 20 of the American Psychological Association, as associate editor for The Journal of Gerontology: Psychological Sciences and Memory & Cognition, and as a member of the National Research Council’s Committee on Adolescent and Adult Literacy (2009-2011). She currently serves as associate editor for Psychology and Aging.