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Summer 2026
Faculty Spotlight: Daniel K. Roberts, OD, MS, PhD
WRITTEN BY:
Andy Graham, MS
Few faculty members embody the spirit of Illinois College of Optometry quite like Daniel K. Roberts, OD, MS, PhD. Having been part of the institution since 1987, Dr. Roberts has spent nearly four decades at ICO shaping the minds of future optometrists through research, clinical instruction and dedicated academic leadership.
As a Professor of Optometry and the Director of Student Research and Graduate Studies at ICO, Dr. Roberts has built a distinguished research portfolio centered on glaucoma, particularly pigmentary glaucoma and pigment dispersion ocular syndromes, as well as infrared imaging techniques for iris examination. His contributions to the College have not gone unnoticed: he is a three-time recipient of ICO’s Professionalism Award, a two-time Outstanding Faculty of the Year honoree, and a recipient of the 2011 Excellence in Education Award.
A Fellow of the American Academy of Optometry and an active member of the Optometric Glaucoma Society, the American Optometric Association, and the Association for Research in Vision and Ophthalmology, among others,
Dr. Roberts brings a rare combination of clinical depth and academic breadth to everything he does.
Now, he is channeling that expertise into what may be his most ambitious endeavor yet: pioneering ICO’s upcoming MS degree program, an initiative poised to redefine ICO’s boundaries of collaborative eye care education. We sat down with Dr. Roberts to learn more about his journey, his research, and the vision behind this landmark program.
You’ve recently taken on the role of Chief of Innovative Technology and Data Science at ICO. How does this position build upon your past work in glaucoma research?
My new role reflects both the continuity and the evolution of my career at ICO. I’ve been here for about 30 years, primarily focused on glaucoma care, research, and education. Now, as Chief of Innovative Technology and Data Science, I’m exploring how artificial intelligence and digital tools can elevate clinical decision–making and patient outcomes, particularly within glaucoma management.
AI in health care can feel intimidating to some, but I see it as an opportunity. The goal isn’t to replace clinicians, it’s to empower them. At ICO, we’re in the early stages of building and validating AI algorithms that can assist doctors in interpreting patient data more effectively. For example, glaucoma diagnosis relies on the synthesis of multiple datasets, from visual fields to OCT scans to intraocular pressure readings, and AI has the potential to analyze those variables collectively, identifying subtle trends that even trained eyes might miss.
Of course, glaucoma remains my primary focus. It’s a disease that demands early detection, and optometry is uniquely positioned to make that possible. By integrating AI into routine eye care, we can move from reactive to proactive management by detecting subtle nerve fiber changes or pressure trends before vision loss occurs. That’s the promise that drives me today: equipping the next generation of optometrists with tools that not only enhance their clinical confidence but also expand what’s possible for patient care.
Tell us a little about yourself. How did you get into optometry, and what led you to ICO?
I am a full-time faculty member at the Illinois College of Optometry. I have been at the college since 1987, so I’ve been here for 39 years and have served in a variety of roles during that time.
Currently, I work in our Primary Care Service and one of our Glaucoma Services. I also oversee administrative responsibilities as Director of the Student Research Program. In addition, I conduct my own research and participate in many of the other activities expected of faculty members.
You’ve been involved in clinical education and research at ICO since 1987. Have you seen student interest in research evolve over the decades?
Over time, we’ve seen tremendous growth in student research at the college. When I first started here, research was already taking place at ICO, but over the years we worked to further develop the program. Alongside expanding faculty research, we also focused on creating more opportunities for students to become involved in research.
One of the initiatives we developed was increasing student participation in faculty-led research projects. Several years ago, we also launched the Summer Research Program, which allows students to spend the summer between their first and second years working on a mentored clinical research project. That program has been very successful and has provided valuable experiences for many students over the years.
Why do you feel it’s the right time for ICO to offer an MS degree option along with the OD degree?
When I first started at the college, there were not as many research opportunities available. One of my goals was to become involved in research and help expand our research program.
Over the years, students participating in the Summer Research Program have gone on to present their work at professional meetings and publish their findings. The MS degree program is a natural next step in expanding those opportunities and providing students with advanced research training that can prepare them to become independent researchers in the future.
The program builds upon the foundation established through the Summer Research Program and creates additional pathways for students interested in research and academic scholarship.
How can this degree open doors for students?
Graduates with both the OD and MS degree may pursue opportunities in academia, industry, clinical practice, or advanced graduate study. These additional credentials can help students take on larger roles in research and related professional activities.
The program equips students with research skills that may allow them to work in education, industry, and various practice settings. In academia, graduates may mentor students and other faculty while also conducting independent research projects. The degree can also strengthen their ability to pursue research grants and collaborative projects.
Industry organizations are consistently seeking qualified optometrists to assist with research initiatives involving areas such as contact lenses, pharmaceuticals, and clinical treatments. Additionally, many clinical practices and multicenter clinical trial groups are looking for professionals with strong research backgrounds and formal research training.
Overall, the degree can open a wide range of professional opportunities for students interested in combining clinical care with research.
How would an optometry student apply for the concurrent MS degree?
Students would apply to the concurrent MS degree program between their first and second years at ICO. Those accepted into the program would begin coursework at the start of their second year, with the goal of completing both degrees on schedule alongside their OD degree.
In addition, students participating in the Summer Research Program may also take coursework that applies toward the MS degree. For example, Summer Research Program participants can complete a biostatistics course during the summer.
How can students find more information about the MS program?
Students interested in learning more about the program are encouraged to speak with faculty members and students who have already participated in research opportunities at ICO. These conversations can help students better understand the types of projects available, the time commitment involved, and the overall experience.
We have also developed an internal website dedicated to student research opportunities. The site includes program descriptions, application materials for both the Summer Research Program and the concurrent MS degree program, and information about previous student publications and research projects.
In addition, the website includes faculty mentor profiles that outline research interests and areas of expertise. We update those resources annually so students can easily explore available opportunities and learn more about the structure of both programs.
Compared to other schools, what distinguishes ICO’s approach to mentoring student researchers?
When developing our MS degree program, we reviewed many successful programs at other institutions and incorporated what we believed were some of their strongest features into a model that best fits our students’ needs.
One of the most important aspects of ICO’s approach is the institution’s commitment to student research opportunities. My position was specifically developed to help expand and support these opportunities for students.
The College has made a strong commitment at every level of administration to advancing student research training and mentorship. That support has allowed us to continue building meaningful opportunities for students interested in research and scholarship.
If you were a prospective student in 2026, why would you choose ICO? What advantages do you think ICO offers future optometrists?
One of ICO’s greatest strengths is that we are a highly student-focused institution. We care deeply about providing meaningful opportunities for our students, and we are constantly evaluating how we can improve and expand those experiences.
We are always looking ahead and asking how we can continue to strengthen the opportunities available to future optometrists.
One of my goals at the college is to help eliminate barriers that may prevent students from succeeding in research. We continually evaluate the types of resources, mentorship, and communication students need to be successful in their research endeavors, and that is something we work on every day.
As a faculty member who has long been closely involved with optometric research at ICO, what excites you most about helping launch this program at this stage in your career?
As our faculty research programs continued to grow, one of my long-term goals was to help mentor students and create additional opportunities for them to become involved in research.
Many faculty members shared that vision years ago, but building a program like this takes time. It requires developing the proper infrastructure, recruiting faculty mentors, and creating the resources necessary to support meaningful research experiences.
Over time, we have built a strong foundation, and now we have several faculty members who are thriving in their research programs. Launching the concurrent MS degree program represents the natural next step in that evolution.
What excites me most is the opportunity to bring students into these research projects, help them develop advanced research credentials, and prepare them to conduct original research and eventually mentor future students themselves.