Nicholas Tapia-Fuselier, PhD

Image of Dr. Nick Tapia Fuselier

Nicholas Tapia-Fuselier, PhD

Assistant Professor
Leadership, Research, and Foundations
COLU 3043

Bio

Dr. Nick Tapia-Fuselier serves as an Assistant Professor of Student Affairs in Higher Education in the Department of Leadership, Research, and Foundations. Prior to his current role as a faculty member, Dr. Tapia-Fuselier worked as a student affairs professional in a variety of functional areas including first year experience, college access and student success programs, leadership development, service learning, and community engagement. His work as a professional was recognized by ACPA-College Student Educators International as he was honored as an Annuit Coeptis Emerging Professional awardee in 2017. Using qualitative methods of inquiry, and particularly interested in the community college context, Dr. Tapia-Fuselier’s primary research area investigates the ways in which colleges and universities build capacity to serve, support, and advocate for undocumented students. His other research interests include critical perspectives on leadership education, examining individual positionality to the practice of student affairs, and the utility of critical whiteness studies as a framework to complicate common educational practices in order to imagine more equitably, racially just approaches. Dr. Tapia-Fuselier has received research grants from the Center for the Study of Community Colleges and NASPA Region III. His work is published in a number of peer-reviewed journals including the Community College Journal of Research and Practice, the Journal of Leadership Education, the Journal of Critical Scholarship on Higher Education and Student Affairs, and the Journal of Leadership Studies. In 2019, Dr. Tapia-Fuselier was elected to serve a three-year term on the Governing Board for ACPA-College Student Educators International as the Assembly Coordinator for Communities of Practice.

Areas of Interest

  • Qualitative modes of inquiry, including case study methods, critical discourse analysis, content analysis, and document analysis
  • Institutional capacity to serve undocumented college students
  • Critical perspectives on leadership education
  • Student affairs practitioner positionality
  • Community college education
  • Race and racism in higher education
  • Critical whiteness studies

Education

  • Ph.D. in Higher Education, University of North Texas, 2020
  • Graduate Certificate in Community College Leadership, University of North Texas, 2020
  • M.Ed. in Student Affairs in Higher Education, Texas State University, 2013
  • Bachelor’s of Interdisciplinary Studies (Concentration: Social Justice), University of New Orleans, 2010

Teaching

  • LEAD 8250 – Policy Analysis and Evaluation
  • LEAD 5110 – Culturally Responsive Practices in Higher Education
  • LEAD 3000 – How College Students Develop
  • LEAD 3030 – Crisis Preparedness and Response in Higher Education

Selected Publications

Beatty, C., Irwin, L., Owen, J., Tapia-Fuselier, N., Guthrie, K., Cohen-Derr, E., Hassell, S., Rocco, M., & Yamanaka, A. (Forthcoming). Journal of Leadership Studies Symposium Issue: Creating a National Leadership Education Research Agenda 2020-2024: Providing Strategic Direction for the Field of Leadership Education - Priority 5: Social Identity.

 

Haber-Curran, P., & Tapia-Fuselier, N. (Forthcoming). Elevating Latina voices of leadership: Latina student leaders’ beliefs, approaches, and influences to leadership. Journal of Leadership Education.

 

Tapia-Fuselier, N., & Young, J. L. (2019). Examining community colleges’ public responses to the threatened end of DACA: A document analysis. Community College Journal of Research and Practice, 43(10), 807-811. doi: 10.1080/10668926.2019.1600605

Tapia-Fuselier, N., & Irwin, L. (2019). Strengths so white: Interrogating StrengthsQuest education through a critical whiteness lens. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(1), 30-44.

 

Tapia-Fuselier, N. (2019). Undocumented students, community colleges, and the urgent call for undocu-competence. Journal of Student Affairs, 28, 145-152.

Selected Presentations

Kunkle, K., Olivares, C., & Tapia-Fuselier, N. (2020). Understanding Community College Professionals’ Competence in Serving, Supporting and Advocating for Undocumented Students in Texas. Paper to be presented at the Council for the Study of Community Colleges Conference, Tempe, AZ. (Conference Cancelled due to COVID-19 Crisis)

 

Kunkle, K., & Tapia-Fuselier, N. (2020). Promise for All? A Content Analysis of Publicly Funded Community College Promise Programs. Roundtable to be presented at the Council for the Study of Community Colleges Conference, Tempe, AZ. (Conference Cancelled due to COVID-19 Crisis)

Tapia-Fuselier, N., & Kunkle, K. (2020). Connecting In-State Resident Tuition Policies for Undocumented Students to Underlying Political Goals for Education. Roundtable to be presented at the American Educational Research Association Conference, San Francisco, CA. (Conference Cancelled due to COVID-19 Crisis)

 

Harbour, C. P., Tapia-Fuselier, N., & Sanders, J. (2020). Developing a Sense of Arendtian “Worldliness” at the Community College. Paper to be presented at the American Educational Research Association Conference, San Francisco, CA. (Conference Cancelled due to COVID-19 Crisis)

 

Tapia-Fuselier, N., & Chen, P. D. (2019, November). Doing “soul” work: Understanding the experiences of Undocumented Student Resource Center professionals. Research Paper presented at the Association for the Study of Higher Education Conference, Portland, OR.

 

Tapia-Fuselier, N., Jones, V., & Harbour, C. (2019, November). Revealing Whiteness as discourse: Analyzing the in-state resident tuition debate for undocumented students in Texas. Research Paper presented at the Association for the Study of Higher Education Conference, Portland, OR.

 

Tapia-Fuselier, N., Harbour, C., & Wolgemuth, J. (2019, April). Community colleges, neoliberalism, and the implications for students from marginalized populations. Roundtable presented at the American Educational Research Association Conference, Toronto, ON.

 

Tapia-Fuselier, N., & Taylor, J. (2019, March). Virtual undocu-competence: An analysis of community colleges’ websites. Paper presented at the Council for the Study of Community Colleges Conference, San Diego, CA.

 

Harbour, C., & Tapia-Fuselier, N. (2019, March). Civic engagement, public space, and the community college. Paper presented at the Council for the Study of Community Colleges Conference, San Diego, CA.

 

Tapia-Fuselier, N. (2019, March). Community college campuses respond to the “wind down” of DACA. Paper presented at the ACPA Annual Convention, Boston, MA

 

Irwin, L., &, Tapia-Fuselier, N. (2019, March). Deconstructing and reimagining StrengthsQuest education through a critical whiteness lens. Sponsored by the Commission for Student Involvement. Experiential session presented at the ACPA Annual Convention, Boston, MA.

 

Tapia-Fuselier, N. (2018, August). Advocating for Undocumented Students: An Undocu- Competent Institutional Response Framework. Paper presented at the Texas Higher Education Symposium, Houston, TX.

 

Tapia-Fuselier, N. (2018, April). Open Access?: Undocumented Students and Community Colleges. Roundtable presented at the Council for the Study of Community Colleges Annual Conference, Dallas, TX.

 

Tapia-Fuselier, N., Akil, E., and Wright, K. (2018, March). Centering Identity in Strengths- Based Education in Student Affairs. Sponsored by the Coalition for Multicultural Affairs. General session presented at the ACPA Annual Convention, Houston, TX.

Organizations

  • ACPA-College Student Educators International, Governing Board Member, Assembly Coordinator for Communities of Practice
  • Association for the Study of Higher Education (ASHE), Member
  • Council for the Study of Community Colleges (CSCC), Member
  • American Educational Research Association (AERA), Member

Awards

  • AERA Division J Emerging Scholars Workshop, 2020
  • UNT Toulouse Graduate School Dissertation Award (Social Sciences Category), 2020
  • Outstanding Doctoral Student, UNT Higher Education Program, 2020
  • Outstanding Dedication to Professional Service, ACPA Graduate Students and New Professionals Community of Practice, 2020
  • Annuit Coeptis Emerging Professional, ACPA: College Student Educators International, 2017