Guideline for Building Information Modeling in Construction Engineering and Management Education

Lee, Nam-Hun; Dossick, Carrie Sturts; Foley, Sean P.

doi:10.1061/(asce)ei.1943-5541.0000163

Cited by 42 publications

(49 citation statements)

References 11 publications

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“…Research showed that CEM education has traditionally been delivered based on specific CEM undergraduate student guidelines [7,8], in which BIM-driven knowledge domains are logically infused and supported by the required knowledge areas which are derived from a variety of quality management related curricula. Numerous studies also reviewed the current status of BIM training and its respective elements to meet the needs of industry and align with the expectations of new and challenging job demands [7,[9][10][11][12][13][14].Those elements include single BIM curriculum integration, BIM curriculum guidelines, and BIM teaching methods.…”

Section: Introductionmentioning

confidence: 99%

BIM and Sustainability Education: Incorporating Instructional Needs into Curriculum Planning in CEM Programs Accredited by ACCE

Zhang

Schmidt

2016

Sustainability

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Abstract:Higher education ought to support the identification of training needs for industrial building information modelling (BIM) curriculum development and sustainability education in the fields of civil engineering and management (CEM). This paper proposes a framework based on a four-phase step-by-step quality function deployment (QFD) application for CEM curriculum planning and quality management. The framework attempts to respond to requests collected from 17 professionals and professors in order to integrate BIM into the higher education curriculum in China with a specific focus on construction management programs accredited by the American Council for Construction Education (ACCE). The entropy method and a K1-K6 scale adapted from Bloom's revised cognitive process were employed to evaluate the CEM curriculum in QFD. The proposed framework was successfully applied to CEM curriculum planning, which included two curriculums of the four main knowledge areas provided by the Chinese CEM guidelines: construction cost and flow construction. Two curriculum areas showed that content should focus on knowledge such as (a) Program evaluation and review technique(PERT) planning; (b) construction optimization in flow construction; (c) principles of bill of quantities and (d) construction consumption in construction costs. As for teaching quality management in China, the higher education curriculum should focus on three aspects to promote curriculum integration: (a) pedagogical design; (b) teaching resource and material and (c) curriculum assessment. This research sheds light on the pedagogical shift to a similar context that has established guidelines accredited by the ACCE, with respect to reviewing curriculum planning from a knowledge system perspective in order to meet industrial demands at the operational level.

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Section: Introductionmentioning

confidence: 99%

BIM and Sustainability Education: Incorporating Instructional Needs into Curriculum Planning in CEM Programs Accredited by ACCE

Zhang

Schmidt

2016

Sustainability

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“…While some curricula integrated BIM modules into existing courses, others created stand-alone BIM courses. 2 Here at the University of Washington, we chose to develop a standalone elective course entitled Virtual Construction. This class, taught in the Construction Management department, was designed as an elective course in an undergraduate construction curriculum.…”

Section: Designing the Vignette Workhopsmentioning

confidence: 99%

Improving the Understanding of BIM Concepts Through a Flipped Learning Lab Environment: A Work in Progress

Monson¹,

Homayouni²,

Dossick³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Christopher Monson, RA, is a doctoral student in the College of Built Environments at the University of Washington. He received his Bachelor of Architecture degree from the University of Minnesota and a Master of Architecture with Distinction from the Harvard University Graduate School of Design. Across a twenty-year academic career, he has taught design and construction studios, building detailing and assemblages, and architectural theory, and has been recognized institutionally and nationally for teaching. His research is focused on integrated AEC practice, studio-based learning, and design thinking. He is a licensed architect and a Leadership in Energy and Environmental Design (LEED) accredited professional. Hoda -Homayouni, University of WashingtonHoda Homayouni is a senior Ph.D. student in the Built Environment program, University of Washington (UW). She is also a teaching associate in the Construction management department, at UW. Dr. Carrie S Dossick, University of WashingtonDr. Dossick's main research interests focus on emerging collaboration methods and technologies such as Integrated Project Delivery (IPD) and Building Information Modeling (BIM). Current projects include (1) technology and collaboration strategies for green building design and construction, (2) global virtual teams, (3) applications of BIM and COBie in operations and (4) This works-in-progress study explores the instructional design of a BIM software skills lab that uses problem solving in a flipped classroom instructional environment to enhance student learning of BIM concepts. The labs encourage student problem solving in an innovation we call vignettes: problems of limited range and scope that reduces ambiguity and reveals likely solution paths. By focusing student attention to certain aspects of the solution, the duality of abstraction and application of BIM concepts is made easier to learn. The study's initial findings suggest that the use of vignettes shows consistently modest improvement in students' understanding and transfer of BIM concepts. The study also shows where BIM instructional design can use the notions of clarifying BIM concepts, emphasizing formative assessment, and directed attention to provide benefits to student learning.

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“…After the introductory BIM course, upper-level BIM course modules, focusing on the entire BIM process related to the topic knowledge areas required of comprehensive BIM education, should be incorporated into several junior and senior level courses such as mechanical, electrical, and plumbing (MEP) systems, project management, and planning and scheduling. Lee et al 15 in 2013 proposed the most practical approach to comprehensive BIM education is the integration of BIM course modules into mainstream CM courses. Therefore, to meet industry needs, BIM course modules should be incorporated with BIM technology into upper level undergraduate courses and developed with the following topics (Refer to Table 3) in mind:…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

“…Lee et al 15 propose a guideline to leverage BIM in CM undergraduate education. Furthermore, Dossick et al 16 discuss how BIM should be incorporated into CM graduate education.…”

Section: Clevenger Et Almentioning

confidence: 99%

A Preliminary Study on Upper-Level Building Information Modeling Education for Construction Management Students

Lee

Reeder

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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BACKGROUNDOver the last decade, attention to building information modeling (BIM) has been steadily growing. Without a doubt, BIM is an evolving technology that will affect all aspects of design and construction in the future. BIM not only creates a collaborative working environment for building design and construction but also offers greater operational efficiency and effectiveness of supply chains in the construction industry. Perhaps the greatest advantage of using BIM technology is the capability to promote transparency and collaboration among all members of project teams, thereby reducing waste and saving time and money throughout the entire processes of construction. Utilizing BIM technology, participants involved in a project are able to communicate ideas more effectively and provide competitive advantages for project teams. This is one of the main reasons why BIM is being rapidly adopted by the construction industry.According to the 2012 McGraw Hill SmartMarket Report, a majority of BIM experts have realized that the use of BIM technology has allowed them to generate positive outcomes in construction markets. 1 The main benefits of using BIM are summarized as follows: 2,3,4,5,6  Better communication and understanding through accurate geometrical representations  Reduced errors and omissions in construction documents  Marketing potential for enhancing company image  New services to offer  Fewer RFIs (requests for information/interpretation) and field coordination problems  Reduced rework, conflicts, and changes Although BIM has been widely adopted in the construction industry, one of the key constraints hindering the wider realization of the benefits of BIM for construction is the lack of personnel with both construction knowledge and BIM skills. 7,8 Harmann and Fischer 9 refer to this shortage as a major bottleneck to the BIM age. Several researchers 7,8,9,10,11 have investigated the status of BIM implementation within the construction industry. They conclude that appropriate BIM education and training must be prioritized to maximize the business values and benefits which can be obtained by utilizing BIM.A majority of American Council for Construction Education (ACCE)-accredited construction management (CM) programs now offer BIM content to their students. Nevertheless, in 2013 Sacks and Pikas 17 argued that BIM education in the United States is still in the early adoption stage. It is necessary to understand the reasons why BIM is being so slowly adopted in CM curricula. The primary barriers to BIM implementation in CM curricula include the following: 12,13,18,19  Faculty members' unwillingness to change the existing curriculum  Lack of resources including educational materials, number of experts to teach BIM, time required to make curriculum changes, and number of required courses within the curriculum  Complexity of relatively new BIM software tools, software upgrading, costs, and training  Level of knowledge required to use and teach BIM software In addition, there are no standards and crite...

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Guideline for Building Information Modeling in Construction Engineering and Management Education

Cited by 42 publications

References 11 publications

BIM and Sustainability Education: Incorporating Instructional Needs into Curriculum Planning in CEM Programs Accredited by ACCE

BIM and Sustainability Education: Incorporating Instructional Needs into Curriculum Planning in CEM Programs Accredited by ACCE

Improving the Understanding of BIM Concepts Through a Flipped Learning Lab Environment: A Work in Progress

A Preliminary Study on Upper-Level Building Information Modeling Education for Construction Management Students

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