Profs in Commons

Profs in Commons

Since 2016, the Chapman Learning Commons has hosted Profs in Commons, embedding professors’ office hours in the Learning Lounge on level 3 of the Irving K. Barber Learning Centre. Regardless of the classes they are teaching, our Profs-in-Commons welcome students from any discipline to stop by!

For questions about the Profs in Commons program, please contact Alex Kuskowski (Learning Services Librarian).

Office Hours

Learning Lounge | Level 3 | IKBLC

Winter Term 2 | January 5, 2026 – April 10, 2026

  • 09:00
  • 09:30
  • 10:00
  • 10:30
  • 11:00
  • 11:30
  • 12:00
  • 12:30
  • 13:00
  • 13:30
  • 14:00
  • 14:30
  • 15:00
  • 15:30
  • 16:00
  • 16:30
  • 17:00
  • 17:30
  • 18:00
  • 18:30
  • Monday
  • Tuesday
    • Dr. Neil Armitage
    • Dr. Chelsea Freeborn
    • Dr. Kathy Greaves
    • Wednesday
      • Dr. Kathy Greaves
      • Thursday
        • Dr. Neil Armitage
        • Dr. Chelsea Freeborn
        • Friday
          • Meet some of the Profs!

            Dr. Chelsea Freeborn

            I am a Lecturer in the Family Studies program, which is housed in the Department of Sociology. I am a fairly recent arrival to Vancouver and UBC, having lived and worked previously in Edmonton. It is there I received a PhD in Human Ecology (Child, Youth and Family Science) from the University of Alberta. I also instructed for a number of years in Edmonton at MacEwan University in the Bachelor of Early Childhood Curriculum Studies program (communication and family streams). I’m very inspired to connect with students in a meaningful way that supports their success and deeper understanding of courses and their material. When not working, I enjoy listening to music (ideally outdoors), going for nature walks, and spending time with the important humans and animals in my life (including two labradoodles). 

            Dr. Kathy Greaves

            I am a Lecturer in the Family Studies minor which is part of the Department of Sociology. This year, I am teaching FMST 210: Family Context of Human Development and FMST 316: Human Sexuality. I received my PhD in Human Development and Family Studies from Oregon State University (OSU) where I remained as an Instructor for 18 years. While at OSU, I typically taught introduction to families and human sexuality courses with enrollments from 400-600, resulting in an estimated 45,000 students who took my courses. Cultivating personal growth in students is the central tenet to my teaching. I hope that their experiences in my courses help them to have a better understanding of themselves as individuals as well as facilitate successful and satisfying intimate and familial relationships.

            Dr. Neil Armitage

            After dropping out of two universities in the space of three years, both in the first year, got the message that engineering and university was probably not for me. It was with some anxiety then, not only my own, but of friends long graduated, and family, when I stopped working to return to university a decade later. My main concern this time, was not struggling to see myself as an engineer, but would I be able to study Sociology in Swedish. I had lived in the Sweden for five years and achieved the language proficiency to attend university, and I was determined not to drop out again. In my first year I would start reading textbooks a week before the start of classes. The readings were tough. However, I recalled all the times I had overcome similar steps in learning Swedish. In my first year I cared about only one grade – pass. I asked professors questions both inside and outside of class, I made friends to study and play with, and my grades improved and the rest is history so to speak. Third time lucky! I returned to the UK for graduate school where I researched youth transitions, the ways in which young people make their way from education to work, or from education to work and back to education. It was something I already knew and had thought quite a bit about.

            Dr. Katja Thieme

            I have an M.A. in art history from Universität Leipzig, Germany, an M.A. in English from UBC, and a Ph.D. in English language studies from UBC. I have also studied at Carleton University in Ottawa.

            My research interests include genre theory, forms of public address in social and political movements in Canada, discourse analysis of research writing, as well as late nineteenth- and early twentieth-century Canadian literature.

            Dr. Dennis Foung

            I am a lecturer at the School of Journalism, Writing and Media (JWAM) and mainly teach WRDS 150B. I “enjoy” doing degrees and hold a number of academic qualifications in the fields of adult education, language education, language studies, human resource management and development, and data science.

            Prior to joining JWAM, I was a member of the Learning Analytics team at the UBC’s Centre for Teaching, Learning, and Technology. I also taught academic literacy for more than 15 years in Hong Kong and Canada. I have a keen interest in big data research.

            Dr. Laila Ferreira

            I am an Assistant Professor of Teaching in the School of Journalism, Writing, and Media (JWAM) with a particular focus on writing studies and the teaching of academic research, writing, and communication. I have participated in cross-campus initiatives related to the first-year experience, Universal Design for Learning (UDL), decolonizing and internationalizing the curriculum, and inclusive teaching and course design for a diverse student body.

            As a queer cis-gender woman and first-generation university graduate, I am a co-researcher on studies that address the learning experiences of students from historically, systemically, and persistently marginalized communities in the academic research and writing classroom. My current activities include a co-authored paper on the language of gender in research writing on facial recognition software and a project on establishing the characteristics of inclusive teaching of writing that promises pedagogical strategies and resources for the inclusive teaching of writing across all disciplines at UBC. I am also a creative writer and avid reader of fashion history and historical fiction.

            Dr. Jonathan Graves

            I teach intermediate and senior undergraduate courses here at the VSE, focusing on how we can use economic intuition, modelling, and data analysis to understand the world around us. My pedagogical research includes developing undergraduate researchers, experiential learning, community-engaged learning, and the scholarship of teaching and learning. My economic research areas include applied microeconomics, and industrial organization.

            Other Resources

            Map

            Stop by Profs-in-Commons to engage with TAs, student leaders, and professors outside the classroom setting to engage in interdisciplinary dialogue or to get learning support!

            The Profs-in-Commons’ host their office hours in the Learning Lounge, located on Level 3 of the Irving K. Barber Learning Centre.

            Profs-in-Commons’ University Experiences

            Interviews by CLC Assistants, 2019.

            Dr. Neil Armitage: After dropping out of two universities in the space of three years, both in the first year, got the message that engineering and university was probably not for me. It was with some anxiety then, not only my own, but of friends long graduated, and family, when I stopped working to return to university a decade later. My main concern this time, was not struggling to see myself as an engineer, but would I be able to study Sociology in Swedish. I had lived in the Sweden for five years and achieved the language proficiency to attend university, and I was determined not to drop out again. In my first year I would start reading textbooks a week before the start of classes. The readings were tough. However, I recalled all the times I had overcome similar steps in learning Swedish. In my first year I cared about only one grade - pass. I asked professors questions both inside and outside of class, I made friends to study and play with, and my grades improved and the rest is history so to speak. Third time lucky! I returned to the UK for graduate school where I researched youth transitions, the ways in which young people make their way from education to work, or from education to work and back to education. It was something I already knew and had thought quite a bit about. 


Dr. Steven Wolfman: I got lucky, sort of, in my undergraduate days. I rarely struggled. Unfortunately, the one course I really struggled in (thermodynamics) caused me to give up on physics rather than learn that struggling is OK. It wasn't until graduate school that I realized pushing through was the way to learn and to succeed. That culminated in my dissertation, which took me months of scheduled time, every day, getting just a little more done even when the whole task looked insurmountable. When I handed it in, I could hardly believe it was me, grinding away one word at a time, that had put that work together. 


Check Prof in Commons for more information.
            Dr. Pamela Kalas: One of the most common questions that I get from undergraduates at UBC is, "Did you always know that you wanted o be a biology instructor?”. Absolutely not. In high-school, I
slowly discovered that math and physics were very tedious. My favorite classes were
chemistry and philosophy, I somewhat enjoyed biology. So, how did I end up studying
biology? I used the "book test” strategy described in Francis Crick's book. I made a list of
my recent favorite books and found evolutionary biology, as the common theme. During
undergrad, I really enjoyed molecular biology, genetics and, surprisingly, lab work. This led me to do a Master's in molecular developmental genetics lab and a PhD in genetics. Through several incredible strikes of luck, and no shame in persistently knocking on doors, I ended up an instructor right here at UBC. I still feel very much like a student, as my current field of work is not what I was formally trained in and I occassionally take classes relevant to my work (with assignments, midterms and finals) 


When | was an undergrad, | loved physics but found it challenging and ended up majoring
in Biology. My first year prof, Dr. Al Slavin and | connected over social justice activism but |
didnt grasp the physics content easly or intuitively. So | plucked up the courage to talk to
Dr. Al Slavin and found him amazingly helpful. Even though it was a large class, he was happy to meet with me. He later told me that this was a very important part of his teaching direct connections with students. I've never forgotten him and some of the basic concepts

Dr. Farah Shroff he taught | have kept in touch with Dr. Siavin over all hese years and consider him and his Profs-in-Commons'
Spouse, Linda, dear fiends. | am so glad tha | was able to muster the courage to speak Fos :
wih him. and that he responded so posiively. gy University Experiences

            Videos

          UBC Resources

          Financial Aid & Opportunities

          IKB Scavenger Hunt

          Want to learn more about IKB? Join us on this fun adventure and take a tour around the building to get the answers for these questions!

          How Ready Are You to Use AI? Find Out!

          We’ve launched a new tool to help you understand your own AI skills and knowledge—it’s quick, private, and designed just for students. Here’s what to know:

          • What it is: A self-guided AI chatbot built with the University of Sydney to help you figure out how ready you are to use AI in your learning. This is a pilot version we’re testing to gather feedback and improve the experience.
          • What it does: Asks you a few questions about how you currently use AI and what you know about it.
          • What you get: A short summary with feedback on what you’re doing well, where you can improve, and tips for using AI effectively in your courses.
          • Privacy: The tool is hosted on the Cogniti system developed by the University of Sydney. Read privacy information below.
          • How to access: You’ll log in using your UBC student email. The tool runs on a secure site hosted by the University of Sydney.
          • Time commitment: It only takes about 10–15 minutes.
          • Why try it: It’s a simple way to get some clarity on where you’re at with AI and where to grow—great if you’re not sure how AI fits into your studies.
          • Next steps: Based on your results, you’ll get links to learning resources that can help you build your skills.

          Click on the Image to get started with the student AI Readiness Assessment Tool!

          Login with your UBC Email.

          Privacy Information

          Cogniti, AI is an optional tool that is being provided to you as a resource to enhance your understanding of Generative AI. Your personal information is collected and shared with Cogniti under the authority of section 26(c) of the Freedom of Information and Protection of Privacy Act (FIPPA).  

          To provide you with access to Cogniti, UBC must disclose your name and UBC email to the provider of the tool. The information disclosed by the University will be used in accordance with the agreed-upon terms, which generally limited to providing you with the products, content, or services and for related activities such as customer service and helpdesk functions. 

          Use of the platform is in accordance with their privacy policy.

          For questions or concerns about how this information is collected, used, or stored, please contact the Learning Technology Hub (lt.hub@ubc.ca).

          Protected: Degree Planning

          This content is password protected. To view it please enter your password below:

          How to Start a Project

          Learn
          OpenClose

          Part 1 – The Art Behind Beginning

          Part 2 – The Process Behind Beginning

          Reflect
          OpenClose
          Apply
          OpenClose

          Drag and drop these different tools and strategies to sort each of them into one of the four phases outlined in the Learn videos. 

          Explore
          OpenClose

          Explore

          Websites and Videos

          Chapman Learning Commons Resources

          Articles and Worksheets

          Weekly Planning Worksheet (Word Document, UBC) use this UBC-created downloadable template to plan out your time during the week and create a schedule that fits your needs.

          13 Powerful Ways To Visualize Your Data (Blog Post, Sisense Team)

          If you’re making your project and you’re trying to figure out the best way to visualize your data, check out this article about the different resources you could use to present different types of data.

          How to Start a Project in 10 Steps (Blog Post, Project Manager)
          This article provides a few useful tips and tricks you can use to kickstart your creative project. It is best used if you’re struggling to establish a project timeline and structure.

          Your Energy Cycle (Word Document, UBC)

          Use this downloadable document by UBC to track your energy levels throughout the day in order to visualize when you are most active and create a project schedule that fits around your productivity levels.

          Related Toolkits

          Working in Groups

          If you’re working on a collaborative project and have been running into complications with your group members, our Working in Groups toolkit can help you navigate project planning and schedule management!

          How to Focus

          Our How to Focus toolkit will help you find ways to keep your creativity flowing and work efficiency high.

          Videos

          The ART of the START (Beginning a Creative Project Successfully) (YouTube, angrymikko)

          This video by angrymikko dives into the thought processes required to begin a creative project- formulating goals, fighting procrastination and the fear of failure.

          Three Design Hacks for Better Visual Presentations (YouTube, BrightCarbon)

          Check out this video by BrightCarbon for three easy design hacks on how to make your project presentations the best that they could be.

          Creative thinking – how to get out of the box and generate ideas (TedTalk, Giovanni Corazza)

          In this Ted Talk, Giovanni Corazza expands on the different styles of creative thinking, the best approaches to ‘out-of-the-box’ creative ideation, applying creative theory to real world scenarios, and the value of long thinking!

          Related Tools

          Chapman Learning Commons: Time Management Tools (Website, CLC)

          Learn more about different time management tools and their different features to discover good practices to streamline your project timeline.

          SMART Goals Worksheet (Word Document, CLC)

          Use this worksheet to create a framework that allows you to set detailed goals with a clearer picture of how to achieve them.

          Learning Skills Workshop on Time Management when Learning Online: Key Advice & Resources Handout (PDF, CLC)

          This worksheet will help you find ways to create and refine a timely schedule to help you in your creative project endeavors.


          Your Turn

          Now that you’ve learned some different strategies and tools to start a project, write down a list of all the ideas for a project that you want to accomplish. Then, take some time to narrow down and create a rough outline for it. After you complete your project, reflect on whether or not this helped you start.

          Tell us how it went in the space below!

          Staff/Event Kit: Loan Policies

          Staff/Event Kit

          Loan Policies

          • Eligibility: UBC Staff and Faculty 
          • Loan Time: 1 day
          • Renewals: Upon request
          • Replacement Fee:
            • For entire kit: $700
            • For individual items, the replacement fee will be calculated based on the cost of repurchasing that item.
          • Note this kit is a bit heavy! Please ensure that you are able to lift/carry approx. 5kg of materials before borrowing this kit.

          Item Information

          • 3 Stress Balls
          • 5 Animal Bubble Poppers
          • 5 Magnetic People
          • 3 Critter Fidgets
          • 1 Magnetic Ring Kits
          • 6 Glitter Wands
          • 3 Hand Rollers
          • 3 Fidget Blocks
          • 10 Chain & Infinity Loop Fidgets
          • 3 Liquid Bubblers
          • 3 Visual Timers
          • 2 Hourglasses
          • 2 Liquid Spiral
          • 14 Reading Guides
          • 6 Chair Bands
          • 3 Weighted Lap Animals

          Frequently Asked Questions

          What can I use the kit for?

          The default loan period for the kit is 1 day (24 hours), although this can be extended upon request. It contains tools students can use to stim, use as visual stimulation, and aide with learning. The time management tools are great for transitioning between tasks during workshops, or for helping manage a class. We have tested the kit during library workshops, in-person interviews, and group training sessions.

          Can I borrow just one of the items?

          The NeuroTool Kit for staff/events must be borrowed as an entire kit. It’s designed to help you create a welcoming and friendly environment during workshops and events, while providing students with tools to experiment with. You’re welcome to only use some of the items during your event, however the entire kit must be loaned and returned.

          Where can I purchase one of these items for my own use?

          Email clc.assistants@ubc.ca to find out more details about each item. We’re happy to share more information so that you can purchase these items for your own unit or department.

          Can I book the Staff/Event Kit in advance?

          As of April 2024, all CLC equipment is available on a first come, first serve basis, meaning it cannot be booked in advance.