Profs-in-Commons: Enhancing Student–Faculty Engagement in a Library Learning Commons

Abstract

Situated within the Irving K. Barber Learning Centre at the University of British Columbia (UBC) in Vancouver, Canada, the Chapman Learning Commons (CLC) has been offering academic transition and learning support programs targeted to first year students since 2002. A recent addition to our suite of services is the Profs-in-Commons program which invites faculty members to conduct their office hours and host events in the CLC. The program has been an important initiative for the Learning Commons and the UBC campus community because it encourages student–faculty interaction outside of the classroom; it increases student’s attendance in course-based office hours – hosted by faculty members and it leverages the status of libraries as neutral, collaborative, and community-oriented learning spaces. The program is grounded in student engagement research consistently showing that students’ transition to university is greatly enhanced when they foster academic connections with faculty members. Profs-in-Commons also responds to research into best practices for how to support student transition to university academic environments. This chapter will elaborate on the theoretical foundations of the Profs-in-Commons program, share how the UBC-Vancouver Profs-in-Commons program was initiated and is sustained, and discuss the program’s benefits and challenges.

Citation

Mitchell, J. and Marken, K. (2020), "Profs-in-Commons: Enhancing Student–Faculty Engagement in a Library Learning Commons", Sengupta, E., Blessinger, P. and Cox, M.D. (Ed.) International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 26), Emerald Publishing Limited, Leeds, pp. 167-182. https://doi.org/10.1108/S2055-364120200000026010