The Sourcerer's Apprentice

This assignment considers the use of the apprenticeship model of teaching in academic subject areas. This has been investigated by various authors since 1989. I will consider the various flavors of the techniques presented and some of the practical implications of these. I will draw from our experience running several courses where students undertake business like projects within a protective environment

Enhancing apprentice-based learning of Java

Various methods have been proposed in the past to improve student learning by introducing new styles of working with assignments. These include problem-based learning, use of case studies and apprenticeship. In most courses, however, these proposals have not resulted in a widespread significant change of teaching methods. Most institutions still use a traditional lecture/lab class approach with a strong separation of tasks between them. In part, this lack of change is a consequence of the lack of easily available and appropriate tools to support the introduction of new approaches into mainstream courses.In this paper, we consider and extend these ideas and propose an approach to teaching introductory programming in Java that integrates assignments and lectures, using elements of all three approaches mentioned above. In addition, we show how the BlueJ interactive programming environment [7] (a Java development environment aimed at education) can be used to provide the type of support that has hitherto hindered the widespread take-up of these approaches. We arrive at a teaching method that is motivating, effective and relatively easy to put into practice. Our discussion includes a concrete example of such an assignment, followed by a description of guidelines for the design of this style of teaching unit

The Use of Videotaped Segments of The Apprentice in a Food and Agricultural Sales Class: The Case of ApEc 3451

This paper described the incorporation of selected segments of the Apprentice Series into an Ag and Food Sales course. A description of the use of these segments and student evaluation of the experience are also included.Teaching/Communication/Extension/Profession,

Networks in the Premodern Economy: the Market for London Apprenticeships, 1600-1749

This paper examines the importance of social and geographical networks in structuring entry into skilled occupations in premodern London. Using newly digitised records of those beginning an apprenticeship in London between 1600 and 1749, we find little evidence that networks strongly shaped apprentice recruitment. The typical London apprentice did not have an identifiable connection to his master in the form of a kin link, shared name, or shared place or county of origin. The majority of migrant apprentices' fathers came from outside of the craft sector. Our results suggest that the market for apprenticeship was strikingly open: well-to-do families of all types were able to access a wide range of craft and trade apprenticeships, and would-be apprentices had considerable scope to match their perceived ability and aptitude to opportunity.Apprenticeship, human capital formation, training, migration, networks, UK, early modern