Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching
Mount Allison University, with about 2,400 students, is a small, undergraduate Liberal Arts and Science university with a long history of faculty-student collaboration in both research and cocurricular activities. In 2005, Mount Allison introduced the Undergraduate Teaching Internship Program in whi...
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2010-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss2/5 |
| _version_ | 1818355541020246016 |
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| author | Eileen M. Herteis |
| author_facet | Eileen M. Herteis |
| author_sort | Eileen M. Herteis |
| collection | DOAJ |
| description | Mount Allison University, with about 2,400 students, is a small, undergraduate Liberal Arts and Science university with a long history of faculty-student collaboration in both research and cocurricular activities. In 2005, Mount Allison introduced the Undergraduate Teaching Internship Program in which professors and senior students collaborate in instruction. The program has quickly become for its faculty participants an important springboard for teaching innovation and scholarship. Almost immediately after its introduction, it became clear that the Undergraduate Teaching Internship Program addressed two distinct but overlapping needs—the first was predictable, the second less so: (a) it presented opportunities for senior students to develop skills, knowledge and values that transcend those normally associated with undergraduate education; and (b) it provided a mechanism whereby faculty could engage in scholarly reflection on teaching and Scholarship of Teaching and Learning projects. In the 5 years since its inception, internship has become not simply a peripheral program but a strong thread woven into the fabric of the university culture. While outlining some constraints of the program, this descriptive paper explains the many ways in which internship has resulted in productive, mutually beneficial collaborations between interns and their supervising professors, encouraging an even more pervasive dialogue about teaching.L’Université Mount Allisson est un petit établissement qui offre des cours dans les domaines des arts et des sciences à environ 2400 étudiants de premier cycle. Son personnel enseignant et ses étudiants collaborent depuis longtemps aux activités de recherche et aux activités parallèles au programme. En 2005, l’Université a mis sur pied le programme de stages en enseignement au premier cycle où les professeurs et les étudiants qui en sont à leur dernière année d’étude collaborent à l’enseignement. Ce programme est rapidement devenu un tremplin important en matière d’innovation et d’érudition pédagogique pour le corps enseignant qui y participe. Pratiquement dès sa création, il est devenu évident que le programme comblait deux besoins distincts qui se chevauchaient. Le premier était prévisible, le deuxième l’était moins : a) il fournissait des occasions aux étudiants qui termine leur parcours d’apprentissage d’acquérir des compétences, des connaissances et des valeurs qui transcendent celles normalement associées aux études de premier cycle et b) il constituait un mécanisme permettant aux membres du corps enseignant de réfléchir aux questions pédagogiques et aux projets relatifs à l’avancement des connaissances en enseignement et en apprentissage. Au cours des cinq premières années, le programme de stages n’est pas simplement devenu un programme marginal, mais plutôt un fil solide tissé dans la trame de la culture de cette université. Tout en soulignant certaines contraintes du programme, cet article descriptif explique les nombreuses façons dont les stages se sont traduits par une collaboration productive et mutuellement bénéfique entre les stagiaires et les professeurs qui les supervisaient. L’article illustre également comment les stages ont favorisé un dialogue sur l’enseignement encore plus omniprésent qu’avant. |
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| format | Article |
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| issn | 1918-2902 |
| language | English |
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| publishDate | 2010-12-01 |
| publisher | Society for Teaching and Learning in Higher Education |
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| spelling | doaj.art-4c7103a1e7b546e397c847d0e6b5f5912022-12-21T23:33:39ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022010-12-0112http://dx.doi.org/10.5206/cjsotl-rcacea.2010.2.5Teaching, Learning and Interning: From Teaching Internships to Scholarly TeachingEileen M. HerteisMount Allison University, with about 2,400 students, is a small, undergraduate Liberal Arts and Science university with a long history of faculty-student collaboration in both research and cocurricular activities. In 2005, Mount Allison introduced the Undergraduate Teaching Internship Program in which professors and senior students collaborate in instruction. The program has quickly become for its faculty participants an important springboard for teaching innovation and scholarship. Almost immediately after its introduction, it became clear that the Undergraduate Teaching Internship Program addressed two distinct but overlapping needs—the first was predictable, the second less so: (a) it presented opportunities for senior students to develop skills, knowledge and values that transcend those normally associated with undergraduate education; and (b) it provided a mechanism whereby faculty could engage in scholarly reflection on teaching and Scholarship of Teaching and Learning projects. In the 5 years since its inception, internship has become not simply a peripheral program but a strong thread woven into the fabric of the university culture. While outlining some constraints of the program, this descriptive paper explains the many ways in which internship has resulted in productive, mutually beneficial collaborations between interns and their supervising professors, encouraging an even more pervasive dialogue about teaching.L’Université Mount Allisson est un petit établissement qui offre des cours dans les domaines des arts et des sciences à environ 2400 étudiants de premier cycle. Son personnel enseignant et ses étudiants collaborent depuis longtemps aux activités de recherche et aux activités parallèles au programme. En 2005, l’Université a mis sur pied le programme de stages en enseignement au premier cycle où les professeurs et les étudiants qui en sont à leur dernière année d’étude collaborent à l’enseignement. Ce programme est rapidement devenu un tremplin important en matière d’innovation et d’érudition pédagogique pour le corps enseignant qui y participe. Pratiquement dès sa création, il est devenu évident que le programme comblait deux besoins distincts qui se chevauchaient. Le premier était prévisible, le deuxième l’était moins : a) il fournissait des occasions aux étudiants qui termine leur parcours d’apprentissage d’acquérir des compétences, des connaissances et des valeurs qui transcendent celles normalement associées aux études de premier cycle et b) il constituait un mécanisme permettant aux membres du corps enseignant de réfléchir aux questions pédagogiques et aux projets relatifs à l’avancement des connaissances en enseignement et en apprentissage. Au cours des cinq premières années, le programme de stages n’est pas simplement devenu un programme marginal, mais plutôt un fil solide tissé dans la trame de la culture de cette université. Tout en soulignant certaines contraintes du programme, cet article descriptif explique les nombreuses façons dont les stages se sont traduits par une collaboration productive et mutuellement bénéfique entre les stagiaires et les professeurs qui les supervisaient. L’article illustre également comment les stages ont favorisé un dialogue sur l’enseignement encore plus omniprésent qu’avant.http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss2/5internshipscholarly teachingsignificant learningfaculty-student collaboration |
| spellingShingle | Eileen M. Herteis Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching Canadian Journal for the Scholarship of Teaching and Learning internship scholarly teaching significant learning faculty-student collaboration |
| title | Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching |
| title_full | Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching |
| title_fullStr | Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching |
| title_full_unstemmed | Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching |
| title_short | Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching |
| title_sort | teaching learning and interning from teaching internships to scholarly teaching |
| topic | internship scholarly teaching significant learning faculty-student collaboration |
| url | http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss2/5 |
| work_keys_str_mv | AT eileenmherteis teachinglearningandinterningfromteachinginternshipstoscholarlyteaching |