What questions drive your work?
Marissa Martinez, Student Affairs Officer, UCLA Department of Statistics
"I am currently researching the how experiential learning enhances advisor efficacy and student leadership. I am also interested in demonstrating the importance of advisor contributions to strengthening leadership qualities in students through scaffolding and mentoring, and identifying research sources that shows improved student engagement and sense of belonging within the university setting. I intend to focus on the empirical research conducted on this topic, and emphasize the proven benefits and potential challenges of experiential learning for both students and advisors."
Marc Lowenstein, Former Associate Provost and Dean of Professional Studies at Stockton University in New Jersey
How do the purpose and role of advising differ from those of other functions at the university? At an ideal university, what would advising look like? How would advisors be educated for their role there? What should students learn in the advising relationship? What ethical principles should guide advisors’ decisions? How should they resolve dilemmas? How should advisors respond if their institution adopts policies that do not enhance learning?
Marian Gabra, UCLA Director, Advising Professional Development and University Studies
How would academic advising be perceived by the academic disciplines/the academy if we developed a comparative theory for academic advising, situated at the intersection of psychology, sociology, education, counseling, and the humnanities?
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