California State University, Fullerton | United States
Dr. Adrian Rodriguez is an Associate Professor of Human Services whose work centers on college student well-being, equity in higher education, and culturally responsive training. He holds a Ph.D. in Counseling Psychology and has extensive experience teaching courses on counseling, substance use, conflict resolution, and case management across multiple institutions. His research examines perceived stress and graduate school aspirations, best practices for inclusive undergraduate research labs, graduate student mental health, and the impact of childhood trauma and attachment on students’ relationships and academic functioning. Dr. Rodriguez has published in journals such as Innovative Higher Education, Hispanic Journal of Behavioral Sciences, and the Journal of College Student Retention, and has presented widely at APA, APS, NOHS, and other national conferences. He has developed workshops for faculty on supporting graduate students’ mental health and creating inclusive research environments, while mentoring numerous undergraduate researchers, honors students, and McNair Scholars. His service includes curriculum development, accreditation work, and contributions to college and university committees focused on student success, equity, and community engagement. Recognized as an AAHHE Faculty Fellow and recipient of professional development and intramural research awards, he remains committed to advancing human services education through scholarship, mentorship, and culturally responsive practice.
Featured Publications
Rodriguez, A.A., Norris, S., Arain, S., Ratanasiripong, P., & Garcia, J.A. (2025). “Graduate school intent: Stress resilience, early exposure to graduate environments, and self-efficacy.” Innovative Higher Education. https://doi.org/10.1007/s10755-025-09857-2
Rodriguez, A.A., & Mallinckrodt, B. (2021). “Native American-identified students’ transition to college: A theoretical model of coping challenges and resources.” Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/1521025118799747