Charles C. Schroeder Charles Schroeder received his B.A. (Psychology and History) and M.A. (Psychology) degrees from Austin College and his doctorate (Education, 1972) from Oregon State University. For over three decades, he served as the Chief Student Affairs Officer at Mercer University, Saint Louis University, Georgia Institute of Technology and the University of Missouri‐Columbia (MU). In 2001, he was appointed a Professor of Higher Education in the Educational Leadership and Policy Analysis Department at the University of Missouri. Following his retirement from MU, Schroeder became a Senior Executive at Noel‐Levitz, a national higher education consulting firm from 2004‐2006. He recently completed a one year appointment as Interim Vice President for Student Affairs at North Georgia College and State University. He currently serves as a part‐time Senior Associate Consultant for Noel‐Levitz specializing in retention and student success strategies and interventions. In this role he has served over two dozen institutions. He has assumed various leadership roles in the American College Personnel Association, including Treasurer, Chairperson of Commission III and two terms as President (1988‐1989 and 1993‐1994). He is the founder and Past‐President of the ACPA Educational Leadership Foundation. In 1996, Dr. Schroeder was recognized by ACPA for his contributions to higher education by being honored as the recipient of the Esther Lloyd‐Jones Professional Service Award. He was also named a Senior Scholar of the association. In 2001 he received ACPA’s Contribution to Knowledge Award. Dr. Schroeder has published over 85 articles and chapters in various refereed journals and books. He edited (with Phyllis Mable) Realizing the Educational Potential of Residence Halls, published by Jossey‐Bass in 1994. He was instrumental in creating the seminal document “The Student Learning Imperative: Implications for Student Affairs (SLI).” Schroeder is the founder and first Executive Editor of About Campus: Enriching the Student Learning Experience, published bi‐monthly by Jossey‐Bass. He served as the guest editor for a special edition of the Journal of College Student Development (1995) that focused on student learning. He participated in the creation of a new document, “Principles of Good Practice in Student Affairs,” published by ACPA and NASPA. In 2002, 2003 and 2004 he was awarded the “High Flyer Award” by the College of Education for excellence in graduate teaching. He served as a researcher on two national initiatives : Project DEEP (Documenting Effective Educational Practices) sponsored by the National Survey of Student Engagement and Institutions of Excellence in the First Year of College sponsored Policy Center on the First Year of College. He contributed to Student Success in College: Creating Conditions that Matter (with George Kuh) and co‐authored with John Gardner and others, Achieving and Sustaining Institutional Excellence for the First‐Year of College, both published by Jossey‐Bass in 2005. His current professional interests include: student engagement; reform of undergraduate education; designing learning communities; applying quality (CQI) principles; facilitating partnerships between student and academic affairs; improving retention and graduation rates; and, innovative approaches to assessment. Dr. Schroeder is a frequent keynote and featured speaker at state, regional and national professional conferences delivering over 200 major presentations in the past 30 years. Jillian Kinzie Jillian Kinzie is the associate director for the Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute at Indiana University Bloomington. Kinzie conducts research and leads project activities on effective use of student engagement data to improve educational quality, and is currently co‐principal investigator on the Spencer Foundation funded project, Learning to Improve: A Study of Evidence‐Based Improvement in Higher Education. She managed the Documenting Effective Education Practices (DEEP) project and Building Engagement and Attainment of Minority Students (BEAMS), and also serves as a research associate on the National Institute for Learning Outcomes Assessment (NILOA) project, an initiative to study assessment in higher education and assist institutions and others in discovering and adopting promising practices in the assessment of college student learning outcomes. Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the University’s master’s program in higher education and student affairs. She also worked as a researcher and administrator in academic and student affairs at several institutions, including Miami University and Case Western Reserve University. Her scholarly interests include the assessment of student engagement, how colleges use data to improve, and the impact of programs and practices designed to support student success, as well as first‐year student development, teaching and learning in college, access and equity, and women in underrepresented fields. She has co‐authored numerous publications including Student Success in College: Creating Conditions that Matter (Jossey‐Bass, 2005/2010); Continuity and Change in College Choice: National Policy, Institutional Practices and Student Decision Making, a monograph published by Lumina Foundation; and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (Routledge, 2008). Her service to the profession includes serving on the editorial board of the Journal of College Student Development, on the ACPA Directorate for the Commission on Assessment at Evaluation, and as an Advisory Board member of the Teacher Education Accreditation Commission (TEAC) and the National Resource Center for the First Year Experience and Students in Transition. In 2001, she was awarded a Student Choice Award for Outstanding Faculty at Indiana University and in 2005 and 2011 she received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network.