United States publicly-funded higher education systems are experiencing increasing pressures (Chronicle of Higher Education, 2019). In response, higher education institutions have broadened their appeal to students less likely to attend college as part of their fiscal strategies (Carlson, 2019). This growing student population consists of first-generation students and individuals from marginalized backgrounds who often enter college underprepared (Crissman Ishler, 2005), and higher education must retain these emerging-majority students to ensure fiscal stability (Soria & Stebleton, 2012). When enrollment and retention are viewed from a business model (Kelderman, 2019), faculty duties expand into triage care and student emotional support. This qualitative investigation of faculty in a publicly-funded state university explores intrusive teaching practices marked by monitoring and intervening in their students' emotional and social issues.