An imaginary divide exists between academic affairs and student affairs, fueled by disagreements over responsibility for the educational mission of a university. Some in academic affairs doubt the capability of student affairs professionals to promote rigorous learning, because student affairs is often viewed as the realm outside of the classroom. In an opinion piece published in Academe, faculty members Martha McCaughey and Scott Welsh (2021) lamented "a blurring of boundaries" between academic and student affairs. They asserted that "the style of intellection preferred by student affairs begins to compete with the spirit of questioning and inquiry that guides the educational mission of colleges and universities as carried outby the faculty" (p.1). Yet a growing body of research on post-COVID learning challenges indicates that faculty can no longer afford not to acknowledge the broader lives of students. The time is right for a pedagogy at the intersection of academic and student affairs. In this essay, I propose a student affairs pedagogy based on five significant lessons I learned from my career in student affairs.