Interprofessional Issues in Construction Education

An Evaluation Tool for Reflective Activities in Trades Training: Gilbert's Worthy Performance Theorem Reformulated

“…Consequently, some performancebased fields such as trades training continue to exist on the fringe of adult education. Recently, however, trades training researchers have begun advocating for reflective activities in the classroom (see Boyd, 2012 ;Hayles & Holdsworth, 2008 ;King, 2009 ;Marr & Rose-Adams, 2010 ;Mills, Wingrove, & McLaughlin, 2010 ;and Selman & Westcott, 2005 ).…”

“…Although trades training is rarely referenced in the literature on reflective activities, it is not excluded in principle. In fact, researchers have increasingly found the field hospitable to reflective activities (see Boyd, 2012 ;Hayles & Holdsworth, 2008 ;King, 2009 ;Marr & Rose-Adams, 2010 ;Mills et al, 2010 ;Selman & Westcott, 2005 ). This increased popularity likely stems from theorists' claims that reflection and critical reflection affect skills-based learning (see Kolb, 1984 ;Mezirow, 2000 ).…”

Sustainable Design Experience: The Race to Zero Competition

“…The role of education in the training of students who will became whole professionals was briefly discussed in this study, and, based on the participant's responses, it is possible to identify that most AEC university programs fail to promote interdisciplinary teamwork, which is currently one of the topics most valued by the AEC industry [21], [24], [25], [26]. In addition to finding some gaps in formal university education, the participants of this study recognize the importance of extracurricular activities in the preparation of students for the professional life.…”

“…Enhancing collaboration in the AEC industry highly depends on changes on the education of AEC professionals to provide an educational venue for students to experience collaborative learning and develop the required professional culture and skills [21], [25]. Educational institutions seek to create educational programs that teach students skills such as team working, collaborative decision-making and communication.…”

“…"Effective learning can only take place in larger, multidisciplinary team scenarios" [26]. The best way for AEC education institutions to promote students' professional identity is disseminating crossdisciplinary collaborative courses, projects, assignments and even competitions that simulates real-word experiences [25], [26].…”