Bowman is the Mary Louise Petersen Chair in Higher Education, Professor of Higher Education and Student Affairs, and Researcher Affiliate in the Center for Social Science Innovation 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 UCLA. His research uses a social psychological perspective to explore key topics in higher education, including student success, diversity and equity, admissions, rankings, and quantitative research methodology. This work has appeared in over 125 journal articles in outlets such as Review of Educational Research, American Educational Research Journal, Sociology of Education, Social Psychological and Personality Science, and Science Advances. His scholarly publications have been cited over 14,000 times. He is also an AERA Fellow and former editor-in-chief of Educational Researcher.
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Pascarella (1944-2024) is a 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 most recent publications appear in such outlets as Journal of Higher Education, Research in Higher Education, Higher Education, and Journal of College Student Development.
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Brian An (B.An) is Associate Professor of Educational Policy and Leadership Studies at the University of Iowa. B.An’s research focuses on P–20 education issues, including the role of dual enrollment on students’ college success. Outside of dual enrollment, B.An has focused on college persistence, the impact of college on students, and degree attainment. B.An’s also considers family influences on students’ transition from high school to college. He is currently Co-Editor of Educational Researcher and has served on the editorial boards of Research in Higher Education, Sociology of Education, and Teachers College Record. B.An has published in several peer-reviewed journals, such as Educational Evaluation and Policy Analysis, Social Science Research, Social Science Journal, Research in Higher Education, Journal of Higher Education, Review of Higher Education, Educational Administration Quarterly, and Academic Radiology.
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Barnhardt is a Professor at the University of Iowa. She holds her Ph.D. in higher education organizational behavior and management from the University of Michigan. Barnhardt is a subject matter expert on university-private sector partnerships, data-driven organizational reform, campus-based activism, and university-community engagement.  She has served as a Fulbright Scholar to the Republic of Kosovo and as a Fellow with the University of California National Center for Free Speech and Civic Engagement. Barnhardt has published in the Journal of Higher Education, Research in Higher Education, Higher Education, Review of Higher Education, Theory and Method in Higher Education Research, and AERA Open, among others. Her funded work has been supported by the John Templeton Foundation, the Carnegie Corporation of New York, DIKU-The Norwegian Centre for International Cooperation in Education, and USAID. Cassie teaches graduate courses on the higher education administration, organizational behavior, policy, and research methods.
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Broton is an Associate Professor and Researcher Affiliate in the Center for Social Science Innovation at the University of Iowa. She earned her Ph.D. in Sociology from the University of Wisconsin-Madison where she trained as an Institute of Education Sciences and Institute for Research on Poverty predoctoral fellow. 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. Broton has received research awards from the American Educational Research Association, Iowa Academy of Education, and University of Iowa. Her work has appeared in Educational Researcher, Educational Evaluation and Policy Analysis, Journal of College Student Development, 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 and finance in higher education.
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Linley is an Associate Professor at the University of Iowa. Her research focuses on higher education socialization and minoritized collegians’ experiences and supports. She led a large qualitative study of peer socialization agents’ meaning-making about campus culture and campus messaging, and she is co-PI of a longitudinal, mixed method, multi-institution study of LGBTQ+ college student thriving. Linley has published in the Journal of College Student Development, Journal of Higher Education, Journal of Student Affairs Research & Practice, Journal of Diversity in Higher Education, and College Teaching, among others. Linley teaches graduate courses on college students and their development, teaching and learning in higher education, and advanced qualitative research methods.
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Chen is an Associate Professor in the Center for Teacher Education at National Sun Yat-sen University, Taiwan. He received his Ph.D. in Educational Policy and Leadership Studies from the University of Iowa. His research agenda aims to identify and translate evidence-based practices in educational settings that promote equity and flourishing among marginalized young adults, such as Indigenous Peoples and individuals from low socioeconomic status families. His work employs longitudinal, comparative, and mixed-methods designs to trace how family adversity and institutional contexts interact to shape young adults’ trajectories. He has led studies on adverse childhood experiences and their psychosocial moderators, studies on racial microaggressions among Indigenous undergraduates, and explorations of first-year college experience and mental health in marginalized populations. His publications span Journal of American College Health, Journal for the Study of Education and Development, and Journal of Youth and Adolescence.
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Culver is an Assistant Professor of Higher Education Administration at the University of Alabama and the Associate Director of the Delphi Project on the Changing Faculty and Student Success at the University of Southern California’s Pullias Center for Higher Education. Her scholarship seeks to improve equity in policies, programs, and practices related to the core academic mission of higher education, including faculty careers, teaching practices, and the relationship of students’ academic experiences with their outcomes, as well as in the approaches used to conduct research in higher education. She also serves as the Associate Editor for Change: The Magazine of Higher Learning.
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Irwin is an Assistant Professor of Educational Policy and Leadership Studies at the University of Tennessee, Knoxville. She holds a Ph.D. in Higher Education and Student Affairs from the University of Iowa and has professional experience in student leadership programs, residence life, and social justice education. Now, Irwin’s scholarship focuses on using critical theories and qualitative methods to interrogate whiteness, racialization, and inequities in higher education. Her work has been published in outlets like the American Education Research Journal and Journal of College Student Development. Further, her 2019 piece entitled “Strengths so White” remains the Journal of Critical Scholarship in Higher Education and Student Affairs’ most downloaded article since it was published. At the University of Tennessee, Irwin teaches graduate courses on organizational theory, diversity and equity, and conflict management in higher education.
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Jarratt is an Assistant Professor in Student Affairs and Higher Education at Iowa State University. She holds a Ph.D. in Educational Leadership and Policy Studies from the University of Iowa, as well as a M.A. in Higher Education and Student Affairs and B.S. in Elementary Education from Bowling Green State University. Her research uses a sociological lens to study the structure and practices of higher education and how they affect student experiences, perceptions, and outcomes. She employs sociolinguistic and narrative methods to analyze how ideas take hold in higher education. Additionally, with 15 years working in student affairs and administration, she also has an interest in exploring training, expectations, and practices of peer socialization agents and student affairs practitioners. Her work has appeared in Journal of College Student Development, Journal of Diversity in Higher Education, Research in Higher Education, and Journal of Student Affairs Research and Practice, among others.
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Katsumoto is an Assistant Professor in the Department of Leadership, Research, and Foundations in the College of Education at the University of Colorado Colorado Springs. He earned his Ph.D. in Educational Policy and Leadership Studies and a master’s degree in Educational Measurement and Statistics from the University of Iowa, as well as a master’s degree in International Educational Development from Teachers College, Columbia University. His research focuses on the internationalization of higher education, including international student success and mobility, as well as the impact of university rankings on students and educational policies. His work has appeared in Higher Education, Journal of Higher Education, Journal of Diversity in Higher Education, and Compare, among others.
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Kilgo is an Associate Professor of Higher Education and Student Affairs at Indiana University Bloomington. Kilgo holds a Ph.D. in Educational Policy and Leadership Studies (Higher Education and Student Affairs) from the University of Iowa. Kilgo studies high-impact educational practices, the college experience for minoritized student populations, and the facilitation of institutional change processes toward more inclusive and equitable campus environments. Kilgo’s publications are featured in the Journal of College Student Development, Higher Education, Research in Higher Education, The Journal of Higher Education, Journal of Diversity in Higher Education, and The Journal of Student Affairs Research and Practice, among others. Kilgo currently serves as Co-PI for a Spencer Foundation funded longitudinal, mixed methods study, Thriving in College: A National Study of LGBTQ+ Students. Kilgo is additionally engaged in multiple studies using large-scale quantitative datasets to examine collegiate experiences and outcomes for minoritized student populations through a critical quantitative lens.
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Lange is an Assistant Professor at Colorado State University–Fort Collins, where they coordinate the Higher Education Leadership Ph.D. and Student Affairs in Higher Education M.S. programs. Their research explores how students learn and develop during college and how minoritized students navigate higher education, with recent work focusing on transgender students. They are currently collaborating with Cindy Ann Kilgo and Jodi Linley on a Spencer Foundation–funded study examining how LGBTQ students thrive in college. Alex received their Ph.D. in Higher Education and Student Affairs at the University of Iowa and their M.Ed. in College Student Affairs Administration from the University of Georgia. Prior to becoming a faculty member, Alex worked in various institutions and functional areas primarily in student support roles. 
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Loes is a Professor and Chair in the Department of History, Politics, and Justice at Mount Mercy University. His criminal justice research centers on diversity issues, juveniles, and public attitudes toward the criminal justice system. He has studied in-service multicultural training in Iowa police departments, adolescent self-harm, drug use, and public perceptions of police effectiveness. His higher education research broadly examines cognitive development, effective instructional practices, and student persistence. His work on diversity and critical thinking has been cited in amicus briefs for the U.S. Supreme Court cases Fisher v. University of Texas at Austin and Students for Fair Admissions v. President and Fellows of Harvard College. His publications appear in a range of outlets such as Journal of Aggression, Maltreatment & Trauma, Deviant Behavior, Journal of Child and Family Studies, Journal of Higher Education, Research in Higher Education, Review of Higher Education, and Journal of College Student Development.
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Martin is an Associate Professor of Counseling & Human Development Services at the University of Georgia (UGA). She completed her Ph.D. in Counseling, Rehabilitation, & Student Development (Higher Education & Student Affairs program) at the University of Iowa (2012), a Master of Arts degree in College Student Personnel at Bowling Green State University (2004), and a Bachelor of Science degree in Psychology at Millsaps College in Jackson, MS (2001). Her primary research interests are on the social class identity and college experiences of low-income, first-generation students, the impact of college students' out-of-class experiences on key learning outcomes such as critical thinking and socially responsible leadership, and social/political activism. Dr. Martin’s research has been published in the Journal of College Student Development, Journal of Student Affairs Research and Practice, Journal of Higher Education, Journal of Diversity in Higher Education, Higher Education, Journal of First-Generation Student Success, and others.
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McCloud is an Associate Professor of Higher Education and Student Affairs Administration at Grand Valley State University in Grand Rapids, Michigan. She holds a Ph.D. in Higher Education and Student Affairs from the University of Iowa and is a proud student affairs educator. Before pursuing a faculty career, Dr. McCloud worked in student affairs, where she focused on advancing equity and access for underrepresented students. Her research employs critical theories and methods to explore the professional and academic socialization of Black college students, the professionalization of multicultural student affairs work, and teaching and learning in graduate preparation programs for higher education and student affairs. Through her scholarship, teaching, and practice, Dr. McCloud is committed to creating more equitable and inclusive educational environments that prepare the next generation of student affairs professionals and advance justice in higher education. Her work has appeared in the Journal of College Student Development, Journal of Student Affairs Research and Practice, Journal of Diversity in Higher Education, Journal of Higher Education, and New Directions for Student Services.

Mohebali is an Assistant Professor of Educational Administration at the University of Nebraska-Lincoln. He holds his Ph.D. in Educational Policy and Leadership Studies and Graduate Certificate in Gender, Women, and Sexuality Studies from the University of Iowa, an M.S. in Higher Education Administration from Oklahoma State University; and an M.S. and B.S. in Materials Science and Engineering from K. N. Toosi University of Technology and Tehran Polytechnic, respectively. His interdisciplinary research focuses broadly on the political economy and coloniality of higher education in the United States and internationally with the goal of transforming and humanizing learning environments. His research has been published in Educational Researcher, Journal of College Student Development, Community College Review, and Globalisation, Societies and Education. He teaches graduate courses on research methods, college environments, and strategic planning at the University of Nebraska-Lincoln.
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Nakahara is Assistant Professor at the Institute for International Initiatives, University of Osaka, Japan. She holds a Ph.D. in Higher Education and Student Affairs from the University of Iowa, an M.Ed. from the University of Tsukuba, and a B.Eng. also from the University of Tsukuba. Her research broadly examines the experiences of women in science, past and present, at the intersection of gender studies and the histories of education and science. More specifically, she currently investigates women’s access to higher education in science in early- to mid-20th-century Japan. At Osaka, she teaches undergraduate English-medium courses and is involved in planning and promoting international student recruitment.

Stroup is Assistant Professor of Higher Education and Student Affairs at Ohio University, where he coordinates the Ph.D. and Master’s programs in Higher Education. He holds a Ph.D. in Educational Policy and Leadership Studies (specialization in Higher Education and Student Affairs) from the University of Iowa, an M.A. in College Student Personnel from Bowling Green State University, and a B.A. in Comparative Literature and Classics from the University of Virginia. Dr. Stroup’s research centers on equity and inclusion in graduate and professional education, international higher education, and contemporary theories of socialization. He is co-chair of the Association for the Study of Higher Education’s International Scholars Workshop, which provides a generative and healing space for international graduate students and early career scholars to connect with one another, discuss careers in academia, and learn in community about navigating academic legal issues in era of increasing globalization.
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Trolian is an Associate Professor and Co-Chair of the Department of Educational Policy and Leadership at the University at Albany, State University of New York. She earned a Ph.D. in Educational Policy and Leadership Studies and an M.A. in Sociology at the University of Iowa. She also holds an M.A. in College Student Personnel from Bowling Green State University and a B.A. in Sociology from The Ohio State University. Dr. Trolian’s research focuses on the educational experiences that influence college choice and college outcomes. She is currently a Senior Associate Editor at the Journal of College Student Development, and she recently co-edited two books on student-faculty engagement in higher education, Fostering Sustained Student-Faculty Engagement in Undergraduate Education (2023) and Promoting Meaningful Student-Faculty Experiences in Graduate Education (2024).
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