R. Eric Landrum, PhD , is a professor of psychology at Boise State University; he received his doctorate in cognitive psychology (with an emphasis in quantitative methodology) from Southern Illinois University at Carbondale in 1989. His research interests center on the study of educational issues, identifying those conditions that best facilitate student success (broadly defined). He has given over 280 professional presentations at conferences and has authored 17 books or book chapters and over 70 professional articles in peer-reviewed journals, such as Teaching of Psychology, College Teaching, and the Journal of College Student Development . He has worked with over 275 undergraduate research assistants and taught more than 12,000 students in 19 years at Boise State. During summer 2008, he led a working group at the National Conference for Undergraduate Education in Psychology concerned with the desired results of an undergraduate psychology education. Maureen A. McCarthy, PhD , is a professor of psychology at Kennesaw State University; she earned her doctorate from Missouri State University in research and evaluation.

She previously served as president of Division 2 (Society for the Teaching of Psychology) of APA and is currently a member of APA Divisions 35 (Society for the Psychology of Women), 5 (Evaluation, Measurement, and Statistics), and 26 (Society for the History of Psychology). She has authored and coauthored numerous publications, including article in the American Psychologist titled "Quality Benchmarks in Undergraduate Psychology Programs." An extension of this work was published in 2010 as a book titled Using Quality Benchmarks for Assessing and Developing Undergraduate Programs . This volume offers a comprehensive approach to program assessment and evaluation for to help programs and departments in the humanities, social sciences, and natural sciences use assessment data to improve undergraduate education. Dr. McCarthy has authored numerous articles and edited several volumes addressing pedagogical issues, and she continues to pursue scholarship in pedagogical techniques, assessment of student learning, and program evaluation.