Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching. Kimberly Lowe is a historian with a Ph.D. in History from Yale University. Her historical publications focus on the history of humanitarian organizations and international humanitarian law during the twentieth century. Lowe joined the peer review research team in 2016 and served as a principal investigator from 2018-2019 alongside Lisa Spitz. S