Timothy Eatman, Ph.D., is Assistant Professor of Higher Education and Research Director for Imagining American (IA). He received his Ph.D. in Higher Education Policy from the University of Illinois at Urbana-Champaign, where his dissertation examined the determinants of post-BA success for underrepresented SROP alumni who attended predominantly white and minority-serving institutions. He is active in the American Educational Research Association, serving as a member of the Division G Affirmative Action Committee.

Angela Locks, Ph.D., is Assistant Professor of Student Development in Higher Education at California State University, Long Beach. Before beginning her doctoral studies in Higher Education at the University of Michigan, Dr. Locks served as an Assistant Director for the Undergraduate Research Opportunity Program (UROP). While at UROP, she coordinated all admission, recruitment, and retention activities, co-supervised a 30-member peer advising staff, and served as a member of the program’s evaluation team. Her higher education research interests include institutional diversity praxis and the recruitment, retention, and experiences of students of color at predominantly white institutions.

Steven Robbins, Ph.D., is Vice President for Research within ACT’s Education Division, where is responsible for overseeing and managing all research area activities and serving on ACT’s education leadership team. He has extensive practical, teaching, and research expertise in college student and adult educational and career planning, personality factors in adjustment across the lifespan, and management consultation and strategic development of employees. Among his accomplishments is the development of Student Readiness Inventory, a measure of academic readiness for college and high school students. His research focuses on exploring academic achievement, personality, and career interest formation across time, including examining their effect on college and career outcomes.

Richard Roberts, Ph.D., is Principal Research Scientist in the Center for New Constructs in ETS’s Research & Development Division. A former National Research Council Fellow, he also holds an honorary lectureship at the University of Sydney. His area of specialization is individual differences and psychological assessment and he has published over 80 articles in peer-review journals and invited book chapters on topics ranging from processing speed, emotional intelligences, personality, time management and circadian rhythms. At ETS, his research focuses on the development and validation of non-cognitive assessments.

William Sedlacek, Ph.D., is Professor Emeritus at the University of Maryland. Over his long career, Dr. Sedlacek’s work has focused on understanding the role of non-cognitive factors as predicting the success of underrepresented students. He is the author of Beyond the Big Test: Non-Cognitive Assessment in Higher Education as well as co-author of over 100 journal articles, book chapters, and other scholarly publications.

William Trent, Ph.D., is Professor of Educational Policy Studies at the University of Illinois, Urbana-Champaign. His research focuses on: 1) Educational Inequality: school desegregation effects (K-12, postsecondary), benefits and consequences, social organization of school, status attainment research, co- and extracurricular activities, comparative education; 2) Race and Ethnicity: social stratification and mobility, equality of opportunity; and 3) Complex Organization/Social Change/Policy. He is the Principal Investigator of research project examining the CIC-SROP.

Yolanda Zepeda is Associate Director of Academic and International Programs for the Committee on Institutional Cooperation. She leads and directs programs related to diversity, study abroad and other international initiatives, and collaborative academic programs. She also serves as liaison to the Asian American Studies Consortium and the American Indian Studies Consortium. For several years, she coordinated the CIC-SROP.