Two University of Iowa College of Education faculty members in the Department of Educational Policy and Leadership Studies – Nicholas Bowman and Brian An – have been named as the new editor-in-chief and co-editor, respectively, for the Educational Researcher.
Bowman is the Mary Louise Petersen Chair in Higher Education, professor of Educational Policy and Leadership Studies, senior research fellow in the Public Policy Center, and director of the Center for Research on Undergraduate Education at the UI College of Education.
His scholarship uses a social psychological lens to explore key topics in higher education, including student success, diversity and equity, rankings, admissions, and quantitative methodology. Bowman’s work has appeared, or is currently in press, in more than 100 journal articles, more than 25 book chapters, and nearly 150 peer-reviewed conference presentations. This research has been published in various prestigious outlets, including AERA journals.
An is associate professor of Educational Policy and Leadership Studies, as well as Faculty Affiliate of the Center for Research on Undergraduate Education at the UI College of Education. Before taking his position at Iowa, An was Postdoctoral Research Associate for the Center for Research on Educational Opportunity at the University of Notre Dame.
Broadly, An’s research focuses on issues regarding entry into and outcomes within postsecondary education, such as college choice, college access, student persistence, the impact of college on students, and degree attainment. His research has been published in Educational Evaluation and Policy Analysis, Social Science Research, Social Science Journal, and elsewhere.
Educational Researcher is the American Educational Researcher Association’s (AERA) premier journal, reaching widely across education research and aligned fields by publishing original research from multiple disciplines, theoretical orientations, and methodologies. Education Researcher offers broad accessibility for major programmatic research and new findings of general significance to the education research community.
