Rudolph Giuliani, former Mayor of New York City, became an American icon in the aftermath of September 11, 2001. Widely hailed for his calm and effective leadership in the crisis, he was named Time Magazine’s Person of the Year for 2001 and was given the designation of honorary Knight of the British Empire by Elizabeth II in 2002. Controversial at times, he was one of the most successful mayors of New York City since Fiorello LaGuardia. In eight years, he reduced crime by 57 percent, reduced taxes by $2.3 billion and created a record 450,000 new private sector jobs.

In 1970, two years after graduating magna cum laude from New York University Law School, Giuliani joined the office of the United States Attorney. In 1981 he was named Associate Attorney General, and later appointed U.S. Attorney for the Southern District of New York.

Limited by New York City law to two terms as mayor, in January 2002 he founded Giuliani Partners, quickly establishing it as a leader in emergency and crisis management. His book Leadership, published in 2002, sums up the principles he champions; preparation, accountability and strong self determination.

dr. Molly Corbett Broad has served as President of the 16-campus University of North Carolina since July 1997. As UNC's chief executive officer, she is responsible for managing the affairs and executing the policies of the University and for representing the University to the NC General Assembly, state officials, the federal government, and other key University constituencies.

An economist, Broad came to UNC from the California State University system, where she had served as senior vice chancellor for administration and finance from 1992 to 1993, and as executive vice chancellor and chief operating officer from 1993 until her election as UNC President. Earlier in her career, Broad had served as the chief executive officer for Arizona's three-campus university system (1985-92) and in a succession of administrative posts at Syracuse University (1971-85), where she was manager of the Office of Budget and Planning, Director of Institutional Research, and Vice President for Government and Corporate Relations. In 1976, she took a one-year leave of absence to serve as deputy director of the New York State Commission on the Future of Postsecondary Education.

Broad graduated Phi Beta Kappa in 1962 with a baccalaureate degree in economics from the Maxwell School of Citizenship and Public Affairs. She holds a master's degree in the field from Ohio State University.

dr. David H. Kalsbeek serves as Vice President for Enrollment Management at DePaul University in Chicago, Illinois. In that capacity he leads the marketing and enrollment development strategies for the nation’s largest and fastest-growing Catholic university enrolling 23,000 students in nine colleges and seven campuses throughout the greater Chicago region. His responsibilities at DePaul encompass enrollment management, alumni relations, career center and employer relations, university and media relations, and marketing communications.

Prior to joining DePaul in 1997, Dr. Kalsbeek served as the senior enrollment management administrator at Xavier University in Cincinnati, Ohio and before that at Saint Louis University in St. Louis, Missouri. Dr. Kalsbeek holds a Ph.D. in Public Policy Analysis from Saint Louis University.

dr. Michael T. Nettles is the Senior Research Director of the Policy Evaluation and Research Center in the Research & Development Division at Educational Testing Service (ETS) in Princeton, NJ. Nettles is the first Edmund W. Gordon Chair for Policy Evaluation and Research at ETS. He is a prominent national policy researcher on educational assessment, student performance and achievement, educational equity, and higher education finance policy. The focus of his research covers such issues as educational access, opportunity, attainment, the consequences of education for various population groups in the United States, state and national assessment, educational funding policies, and educational testing of students at all levels of education.

His knowledge and research on these issues have been featured in newspapers throughout the United States. In 1996, Nettles became the first Executive Director of the Fredrick D. Patterson Research Institute of the College Fund. Nettles also chairs the Social Justice Action Committee of the American Educational Research Association (AERA).

He is a native of Nashville, Tennessee and received his B.A. in Political Science at the University of Tennessee, two Masters degrees, one in Political Science and the other in Higher Education, and a Ph.D. in Higher Education from Iowa State University.

Dr. William F. Schulz was appointed Executive Director of Amnesty International (USA) in March, 1994. An ordained Unitarian Universalist minister, he came to Amnesty after serving for fifteen years with the Unitarian Universalist Association of Congregations (UUA), the last eight (1985-93) as President of the Association.

As President of the UUA, Dr. Schulz is involved in a wide variety of international and social justice causes. During his years with Amnesty he has traveled extensively, both in the US and abroad. Throughout his career he has been outspoken in his opposition to the death penalty and his support for women's rights, gay and lesbian rights and racial justice, having organized, participated in demonstrations and written extensively on behalf of all four causes.

He has appeared frequently on radio and television. He has published and is quoted widely in newspapers and magazines and is the author of several books, including In Our Own Best Interests: How Defending Human Rights Benefits Us All (Beacon Press, 2002) and Tainted Legacy: 9/11 and the Ruin of Human Rights (Nation Books, 2003).

Dr. Schulz is a Phi Beta Kappa graduate of Oberlin College, holds a master’s degree in philosophy from the University of Chicago and the Doctor of Ministry degree from Meadville [pronounced “Meed-vil”] / Lombard Theological School (at the University of Chicago). He was awarded an honorary D. D. from Meadville/Lombard in 1987, an honorary L. H. D. from Nova Southeastern University in 1995, and an honorary L. H. D. from Grinnell College in 2004. He is listed in Who’s Who in America and Who’s Who in the East.

Dr. Clifford Adelman taught at Roosevelt University, the City College of the City University of New York, and Yale University, and served five years as Associate Dean and Assistant Academic Vice-President at the William Paterson College of New Jersey before coming to the U.S. Department of Education in 1979. Adelman anaged higher education issues for the commission that wrote A Nation at Risk (1983) and conducted the research on which its high school curriculum recommendations were based. He designed, managed, and served as amanuensis for the higher education follow-up to A Nation at Risk, the Involvement in Learning report (1984), which has been cited as responsible for kick-starting the assessment movement in higher education. Adelman onducted studies of assessment and testing in the late 1980s, then took on the task of editing and analyzing the major national longitudinal studies data bases. He wrote seven monographs in the course of this effort, the best known of which are Women at Thirtysomething: Paradoxes of Attainment (1991); The Way We Are: the Community College as American Thermometer (1992); Women and Men of the Engineering Path (1998); and Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment (1999). Additionally, he wrote A Parallel Postsecondary Universe: the Certification System in Information Technology in 2000, the first study of IT certification. Adelman also writes frequently for the general and trade press on such topics as graduation rates, the remedial conundrum, affirmative action, putative grade inflation, and SAT-talk as propaganda. In 2004, he published two analytic and reference volumes covering 30 years of trend data, Principal Indicators of Student Academic Histories in Postsecondary Education, 1972-2000 and The Empirical Curriculum: Changes in Postsecondary Course-Taking, 1972-2000, and recently completed his 8th monograph based on the longitudinal studies, Moving Into Town–and Moving On: the Community College in the Lives of Traditional Age Students, which is scheduled for publication before the end of 2004.

The spirit of this work is perhaps best expressed in the dedication of his 1994 book about the High School Class of 1972, Lessons of a Generation. The book was dedicated to the 22,000 students who participated in the first of the national longitudinal studies over a fourteen year period, and of them he wrote: “You have enlarged our national wisdom well beyond that of other nations. As you have shared your lives (albeit anonymously) with your fellow citizens, so may we share our reflections on the lessons of your lives, both with you and with your children. You have been our teachers; we have been your students. We hope we have listened well.”