%0 Journal Article
%T Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching
%A Eileen M. Herteis
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2010
%I Society for Teaching and Learning in Higher Education
%X 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 needsĄŞthe 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.LĄŻUniversite  Mount Allisson est un petit e tablissement qui offre des cours dans les domaines des arts et des sciences a  environ 2400 e tudiants de premier cycle. Son personnel enseignant et ses e tudiants collaborent depuis longtemps aux activite s de recherche et aux activite s paralle les au programme. En 2005, lĄŻUniversite  a mis sur pied le programme de stages en enseignement au premier cycle ou  les professeurs et les e tudiants qui en sont a  leur dernie re anne e dĄŻe tude collaborent a  lĄŻenseignement. Ce programme est rapidement devenu un tremplin important en matie re dĄŻinnovation et dĄŻe rudition pe dagogique pour le corps enseignant qui y participe. Pratiquement de s sa cre ation, il est devenu e vident que le programme comblait deux besoins distincts qui se chevauchaient. Le premier e tait pre visible, le deuxie me lĄŻe tait moins : a) il fournissait des occasions aux e tudiants qui termine leur parcours dĄŻapprentissage dĄŻacque rir des compe tences, des connaissances et des valeurs qui transcendent celles normalement associe es aux e tudes de premier cycle et b) il constituait un me canisme permettant aux membres du corps
%K internship
%K scholarly teaching
%K significant learning
%K faculty-student collaboration
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss2/5