Michelle Séki

Faculty-student interactions, motivation, sense of belonging, self-regulated learning, academic achievement

Dr. Michelle Seki is a higher education professional, scholar, educator, and student-success advocate with over 15 years of experience in teaching, research, academic advising, and higher education administration. She currently serves as a Senior Academic Advisor at George Mason University, where she provides holistic support to a diverse student population through academic planning, policy interpretation, student advocacy, and retention-focused advising practices.

Dr. Seki’s work is grounded in a deep commitment to student success, equity, belonging, and engagement in higher education. Her research examines the relationships between faculty-student interactions, self-regulated learning, sense of belonging, academic achievement, and academic satisfaction among undergraduate students. Using Structural Equation Modeling, her scholarship demonstrates how these interconnected factors positively influence student achievement and persistence.

In addition to her research, Dr. Seki currently teaches in the Educational Psychology program, where she supports the development of future educators through coursework focused on motivation, self-regulated learning, student development, and academic success. Her professional practice bridges scholarship and student support, allowing her to apply research-informed strategies directly to advising, mentoring, and student engagement initiatives. She has also mentored and supervised graduate interns through George Mason University's Higher Education Program (HEP), supporting the professional development of emerging higher education and student affairs professionals.

At George Mason University, Dr. Seki has played a leadership role within the advising community through mentorship, advisor training, and policy guidance. She previously served as Co-Chair of the Mason Academic Advisor Network (MAAN) and the Advisor Mentorship Program (AMP), where she supported advising excellence, professional development, and collaborative problem-solving across the university. She currently serves as a MAAN Steering Committee representative for the Sport, Recreation, and Tourism Management program, helping to advance advising initiatives and strengthen communication across the advising community. She also leads assessment and data-informed initiatives related to advising effectiveness and student outcomes.

Her dedication to students and collaborative leadership has been recognized through numerous honors, including the 2019 Academic Advisor of the Year award at George Mason University. She has also been recognized as a Top 10 Academic Advisor for five consecutive years.

Prior to joining George Mason University, Dr. Seki served in student transition counseling at the University of Mary Washington and as an Academic and Career Advisor at James Madison University, where she taught courses in career and academic planning while supporting students in educational and career decision-making.

Dr. Seki earned her Ph.D. in Education from George Mason University with a specialization in Educational Psychology and a secondary concentration in Higher Education. As a proud double Patriot and alumna of George Mason’s Higher Education Program (HEP), she is passionate about contributing to the preparation and development of future higher education professionals through teaching, mentorship, scholarship, and service.

Selected Publications

Book Chapter:

Seki, M. G., Kitsantas, A., & Hiller, S. E. (2018). Exploring faculty-student interactions, academic self-efficacy, perceived responsibility, and academic achievement of college students. In J. Stefaniak (Ed.), Self-regulated learners: strategies, performance, and individual differences (pp. 1–30). Nova Science Publishers

Peer Reviewed Articles:

Papp, L. J., Hagerman, C., Seki, M. G., Erchull, M. J., Liss, M., Miles-McLean, H., & Robertson, C. M. (2015). Exploring perceptions of slut-shaming on Facebook: Evidence for a reverse sexual double standard. Gender Issues, 32(1), 57–76. https://doi.org/10.1007/s12147-014-9133-y

Miles-McLean, H., Liss, M., Erchull, M. J., Robertson, C., Hagerman, C., Seki, M. G., & Papp, L. J. (2014). “Stop looking at me!”: Interpersonal sexual objectification as a source of insidious trauma. Psychology of Women Quarterly, 39(3), 363–374. https://doi.org/10.1177/03616843114561018

Courses Taught

EDEP 110: Academic Success through Self-Regulated Learning

EDUC 302: Human Growth and Development

UNST 102: Career and Academic Planning

MAC 101: Advising Foundations

MAC 104: Building Rapport with Students

EDEP 822: Advanced Learning, Motivation, and Self-Regulation (Teaching Assistant)

EDUC 301: Educating Diverse and Exceptional Learners (Guest Lecturer)

Education

Ph.D. Education, specialization in Educational Psychology, secondary emphasis in Higher Education, George Mason University

M.A. Interdisciplinary Studies, concentration in Higher Education, George Mason University

B.S. Psychology, University of Mary Washington