Eleanor Nickel, Ph.D.

Fresno Pacific University

TITLES
Associate Professor of English
Chair of Humanities Department

EDUCATION
Ph.D., English, University of Iowa, 2001
M.A., English, West Virginia University, 1997
B.A., English, Gordon College, 1995

“I teach because I greatly value the diversity of the students who come into
my classroom from all over the world. Nothing makes me feel more satisfied
than helping students grow both in their faith and in their ability to think

”
critically, as they strive to imitate the mind of Christ.
What motivates you in your role?

Seeing students learn something or become interested in something new

● Most eighteen-year-olds haven’t thought very deeply yet, then they realize that
there are a lot more things to think about in the world
● Depth of thinking opens up
● Realize they are capable of managing critical thinking better than they thought
● Example: C.S. Lewis Debate

“I love it when the lightbulb is sparked, but then it keeps burning for several
weeks or years.”

“Assessment should foster conditions in which meaningful questions are raised

and addressed.”
-Green, Jones & Aloi (2008)
What are your major roles and responsibilities?

Instructor
● English Professor
Counselor
● Helps navigate students through
crisis/failing/illness
● Career Counselor (major exploration)
Disciplinarian
● Discipline as opportunity for development
● Example: Plagiarizing
Parent
● In the place of a parent
● Reparenting (balance of past family
dynamic w/ current adulthood growth)
How did you become familiar with the profession of
student affairs?

Primarily since becoming a professor at FPU

● Became a professor at a CCCU school
(Council for Christian Colleges & Universities)
● Attended a small university (Gordon)
● No academic support center
● Events, but no resources

“Until seeing student life at Fresno Pacific

University, everything felt fragmented and
was not cohesive.”
How should student affairs professionals work with
faculty?

Practical Ways
● Bringing in faculty members at chapel (speakers on academic topics)
● Example: Faculty as panelists on immigration issues
Service-Oriented Ways
● Service component requirement (intrinsic motivation)
● Example: Door Decoration Judge
Ways that Bridge the Gap
● Faculty can help bridge the gap between academics and fun
● Different kind of impact (get tired of being in the classroom)
● Faculty will go out of their way (chance to work with students in a different way)
● Example: “I hate Man Camp, but this is an amazing opportunity”
Challenging Ways
● Example: Last Lecture Series

“You can have a dance just to have a dance, but whenever there is an opportunity
to speak, faculty will ALWAYS say yes!”
 Faculty want to change lives just as
much as student affairs professionals!

I’ve never heard faculty members

share that they regret getting involved
“ in activities outside of the classroom.

Faculty members will go out of their

way to help bridge the gap.
BIG CONCEPT
We need to all be pulling on
the same side of the rope
What experiences have you had collaborating with
student affairs?

Freshmen Seminar Development

● Previous design had too much going on (didn’t fit well together)
● Director of Student Life headed up initiative
● New design includes units on study skills, finding your career, StrengthsQuest,
Ministry/Diversity and a Freshmen Class Retreat
● Program too soft at first; not academic enough (Faculty gave pushback)
Career Development
Disciplinary Systems Development

“Such collaborative efforts reaffirm the role and the importance of student affairs
professionals in student learning and its assessment.”
-Schuh & Gansemer-Topf (2010)
How do you think most faculty members feel about the
work of student affairs?

General Frustrations
● Still an “us versus them” kind of thinking (unfortunate prejudice)
● Example: Student on judicial board talking with professor
Lack of Academia
● Student life is not academic or is anti-academic
Too Frivolous
● Money misallocated

We must work to build relationships with [faculty]. We will not be successful in

arguing how out-of-class experiences contribute to overall student learning if
we attempt to do so while standing on our side of the proverbial junior high
gymnasium.”
-Elkins (2015)
What can student affairs professionals at FPU do to
better support faculty?

Faculty Support
● Example: Finals week
Consult Faculty More
● Ask faculty opinions about particular problems/issues

“They do so many things so well already!”

What can student affairs at FPU do to better support the
academic mission?

Events
● Continue to have events that are both fun and educational
● Events geared toward FPU learning outcomes
● Example: Library scavenger hunt
● Example: Google contest (athletes vs. non-athletes)

“These events support scholarship indirectly, as studies show cocurricular

involvement and promotion of reading for fun among college students can lead
to academic success.”
-Snyder Broussard (2013)

“As educators, our attention should be focused upon the social forces on the
institution itself, which also provides learning experiences for the student.”
-The Student Personnel Point of View (1949)
What do you think about the influence of student affairs
practitioners on students?

Essential
● Four year universities are successful because of Student Affairs Professionals
● Separates us from cheaper online institutions (there is no substitute)
● The experience created by student affairs has a profound effect on students
● Just as important as academics (formative)
● Online education does not educate the student as a whole being

“I would never have the opportunity to teach in a traditional classroom if it were

not for student affairs.”

Purpose of assessment is to contribute to the institutional mission of learning

-Green, Jones & Aloi (2008)

“Many of the accrediting agencies now require evidence that assessment

information is actually used to improve learning outcomes.”
-Blimling (2013)
WORKSHOP
Introductions
2 minutes
Introductions of each attendee,
including functional area or
department of oversight.
Partnership
Brainstorming
5 minutes
Attendees pair up with
functional area professionals
that they have not collaborated
with before to discuss and
brainstorm collaboration ideas.
Presentation
10 minutes
PowerPoint presentation
demonstrating the importance
of being on the same side of
the rope (faculty collaboration).
Partnership
Mapping
5 minutes
Partners map out and detail
faculty/student affairs
professionals collaboration
ideas on large poster paper.
Faculty Testimonial
8 minutes
Faculty member shares about
specific, positive experiences
he/she has had collaborating with
student affairs professionals.
Final Group
Sharing
15 minutes
Each pair shares poster outlining
faculty/student affairs
professionals collaboration ideas
with entire group.
RESOURCES

American Council on Education, & Williamson, E.G. (1949). The student personnel
point of view, 108-119.

Blimling, G.S. (2013). Challenges of assessment in student affairs. New Directions

for Student Services, 142, 5-14.

Elkins, B. (2015). Looking back and ahead: What we must learn from 30 years of
student affairs assessment. New Directions For Student Services, 151, 39-48.

Green, A. S., Jones, E., & Aloi, S. (2008). An exploration of high-quality student
affairs learning outcomes assessment practices. NASPA Journal, 45(1), 133-157.

Snyder Broussard, M.J. (2013). No Muggles in the library tonight! Harry Potter
night at an academic library, Library Trends, 61(4), 814-824.
Thank You