Bowman is the Mary Louise Petersen Chair in Higher Education, professor of higher education and student affairs, and senior research fellow in the Public Policy Center at the University of Iowa. He received a Ph.D. in psychology and education as well as two master’s degrees in education from the University of Michigan; he also graduated summa cum laude with a B.A. in psychology from the University of California, Los Angeles. His research uses a social psychological lens to explore key topics in higher education, including student success, diversity and equity, admissions, rankings, and quantitative research methodology. This work has appeared in 100 peer-reviewed journal articles in outlets such as Review of Educational Research, Educational Researcher, Sociology of Education, Social Psychological and Personality Science, and Science Advances. His scholarly publications have been cited over 10,000 times (per Google Scholar).

Pascarella is Professor Emeritus and the former Mary Louise Petersen Endowed Chair in Higher Education at the University of Iowa. His research focuses on the impact of college on students, and he is co-author of the 1991 and 2005 books: How College Affects Students (Vols. 1 and 2). He has received the research awards of such national organizations as the Association for Institutional Research, American Educational Research Association (Division-J), Association for the Study of Higher Education, American College Personnel Association, National Association of Student Personnel Administrators, and Council of Independent Colleges. In 1990, he served as president of the Association for the Study of Higher Education and received that association’s Howard R. Bowen Distinguished Career Award in 2003. His recent publications in affiliation with the work of CRUE appear in such outlets as Journal of Higher Education, Research in Higher Education, Higher Education, and Journal of College Student Development.

An is Associate Professor of Educational Policy and Leadership Studies at the University of Iowa. He attained a Ph.D. and M.S. in sociology at the University of Wisconsin–Madison. His research broadly focuses on sociology of education, educational stratification, college choice, college persistence, and degree attainment. More specifically, his research focuses on a sociological tradition that combines the study of educational transitions (e.g., the transition from high school to college) and students’ participation in the stratified curriculum (e.g., high school tracking). His work has appeared in Educational Evaluation and Policy Analysis, Social Science Research, Journal of Higher Education, Research in Higher Education, Journal of College Student Development, and other top outlets.

Barnhardt is Professor of Higher Education and Student Affairs at the University of Iowa. She holds her Ph.D. in higher education from the University of Michigan, a Master’s in Student Affairs from Michigan State University, and two bachelor’s degrees also from the University of Michigan. Cassie’s research focuses on various aspects of civic and public engagement including how college students learn about and enact social responsibility, and how universities, as organizations, contribute to democracy and civic life. Cassie has published in Journal of Higher Education, Research in Higher Education, Journal of College Student Development, Review of Higher Education, among others. Some of her work has been pursued with financial support from the John Templeton Foundation, the Carnegie Corporation of New York. Cassie teaches graduate courses on the administration of student affairs, organizational behavior and management in postsecondary institutions, and research methods.

Broton is Associate Professor of Higher Education and Student Affairs at the University of Iowa. She attained a Ph.D. and M.S. in Sociology and a B.S. in Sociology and Afro American Studies at the University of Wisconsin–Madison. Her research broadly focuses on sociology of education, social stratification, and education policy. She uses multiple methods to examine the role of poverty and inequality in higher education as well as policies and programs designed to minimize related disparities and promote college success. Her work has appeared in Educational Researcher, Educational Evaluation and Policy Analysis, The New York Times, and Wisconsin Public Television, among others. The National Science Foundation, Kresge Foundation, Lumina Foundation, and others have supported her research. She teaches graduate courses on research methods, finance in higher education, and higher education policy.

Linley is Associate Professor of Higher Education and Student Affairs at the University of Iowa. She holds a Ph.D. in Higher, Adult, and Lifelong Education from Michigan State University and has more than a decade of full-time student affairs and academic affairs leadership experience. Dr. Linley’s research has far-reaching practical implications broadly focused on minoritized collegians’ experiences, supports, and success. More specifically, she studies college student meaning-making about campus climate and campus diversity messaging; higher education socialization and the agents charged with enacting socialization; and she is co-PI of multiple research studies focused on LGBTQ+ college student success. Her publications are featured in the Journal of College Student Development, Journal of Diversity in Higher Education, Journal of Homosexuality, Journal of Student Affairs Research & Practice, New Directions for Student Services, among others. At Iowa, Dr. Linley teaches master’s and doctoral courses on college students and their development, teaching and learning in higher education, and critical qualitative research methods.