Nicole Boulais

Nicole Boulais is the Associate Vice President, Student Support, Programs, and Services for RIT Student Affairs. 

Nicole Boulais serves as an associate vice president for student affairs.  She began her work in the AVP role in 2008, and has shifted her portfolio to meet evolving divisional needs. She currently oversees areas of Campus Life and Residence Life, Student Conduct, Leadership and Civic Engagement as well as Parent and Family Programs and Margaret’s House. Nicole also serves as the division liaison for students with colleagues on RIT’s global campuses in Croatia, Dubai, Kosovo and China and serves as the co-advisor for RIT’s student government. Dr. Boulais is a career student affairs professional who initiated work as a student leader at her undergraduate campus of Boston College where she majored in psychology. She went on to receive her Master’s Degree in Student Personnel at Teachers College, Columbia University and her Ph.D. in Educational Leadership from the University of Mississippi. She also has extensive teaching experience including courses in graduate higher education and undergraduate leadership. Outside of her professional life, Nicole keeps busy with her four children, two Labrador retrievers, one guinea pig and a very full work-life plate!

1. How do you teach or exemplify Applied Critical Thinking?

Critical thinking is a significant part of my role as an advisor for Student Government.  Unlike some other areas of my job where decisions rest with me or my professional team, as an advisor the role is to guide not to manage.  The primary elements of my advising philosophy are information and critical thinking.  I work hard with my co-advisors and other team members to provide the student leaders with as much information as possible while also advising them about possible pitfalls, historical reference points, and “lessons learned” by those in previous years.  We also try to provide them with examples of the different options they can consider and the likely consequences (positive, negative or neutral).  Armed with this information and decision-making power, we step back and allow them to make decisions and enjoy their success and learn from their failures.  Each year we see first-hand how these skills develop and that by the end of the year they are able to seek information and context on their own, seek input from their peers and advisors readily on decisions and take ownership of their decisions.  This deeply enhanced ability to develop and apply critical thinking skills is one of the true rewards of advising. 

2. Why do you think Applied Critical Thinking is important in your domain or role?

Working with many new professionals and student leaders, it is not uncommon for critical thinking skills to be in the development stages. Intentionally including this in my practice is vital to success for these staff and students over time.

3. Can you share a story where quality Applied Critical Thinking was key to your success?

In working with Student Government, they often have areas of concern (complaints) about the University.  Typically, they are using the Paw Prints platform to gather concerns and responses.  Each year we work to help them understand how to truly understand the issues being raised, seek out multiple responses from stakeholders, craft a response or action, and ultimately resolve or address the concern.  Through this process, they often learn the “why” behind decisions and realities and are able to find ways to communicate this to their peers.  They are also able to communicate to faculty and staff why students may have a concern and assist the University in better serving the student body.  The entire protocol of the Paw Prints process for Student Government uses applied critical thinking and helps provide involved students with excellent practice in these skills.

4. How do you use critical thinking in other areas of your life outside of RIT?

Raising four teenagers requires both application of critical thinking as a parent and teaching of critical thinking to my children (as well as large dose of patience).  I strongly encourage independence in my children and allow them to make decisions on their own but provide a lot of “questions for reflection” along the way.  By offering them areas to consider they are able to exercise their own skills and learn how to frame and balance difficult decisions and information in the future.