Implementation of Building Information Modeling into Accredited Programs in Architecture and Construction Education

M.Sc., Leed Ap Maya M. Joannides; Olbina, Svetlana

doi:10.1080/15578771.2011.632809

Cited by 48 publications

(46 citation statements)

References 3 publications

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“…Their study showed that currently, BIM is mostly used in teaching design visualization and constructability activities among these AEC programs, and these two aspects are also the areas in which programs would like to further expand the use of BIM. Joannides et al (2012) evaluated the current implementation of BIM and identified trends in the teaching of BIM in 81 architecture and construction academic programs in the USA. Their results showed that more architecture schools have implemented BIM into their curriculum than construction schools, and that many more construction schools focus on 4D and 5D models in teaching scheduling and estimating compared with architecture schools.…”

Section: Construction Engineering and Managementmentioning

confidence: 99%

A review of tertiary BIM education for advanced engineering communication with visualization

2016

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Background: Today, the architectural, engineering, construction, and operation (AECO) industry is motivated to employ graduates educated about Building Information Modeling (BIM) tools, techniques, and processes, which help them to better integrate visualizations and data into their projects. In line with today's AECO industry necessities and government mandates, globally active BIM educationalists and researchers are designing BIM educational frameworks, curricula and courses. These educationalists and researchers are also generating solutions to the obstacles faced during integration of BIM education into tertiary education systems (TESs). However, BIM researchers have taken few efforts recently to provide an overview of the level of BIM education across the globe through review and analysis of the latest publications associated with BIM education in TESs. Hence, this study attempts to fill this gap by providing a review of the efforts of globally active educationalists and researchers to educate AECO students about BIM in the context of advanced engineering education with visualization. Method: In our study, an investigation of texts in the field of academic BIM education was conducted. Keywords such as "BIM education", "BIM curriculum", "BIM course", and "visualization in engineering education" were used to search for publications ranging from 2010 to the present day. Textual and content analysis were employed to arrange BIM-related qualitative textual data into similar sets of conceptual categories for the purpose of analyzing trends in today's global academic BIM education research. Results: This study generated six conceptual categories by arranging qualitative textual data from 70 collected BIM publications in order to build an understanding of active BIM educationalists and researchers efforts: (a) identifying needs for BIM in tertiary educational institutions (TEIs), (b) identifying essential BIM skillsets for BIM education, (c) developing BIM educational frameworks, (d) developing BIM curricula, (e) experimenting with BIM courses, and (f) developing strategies to overcome BIM educational issues. Through this process of review and analysis, current research gaps in academic BIM education across the globe are identified. Conclusion: This process of review and analysis of global BIM education research trends resulted in a conceptual categorization of BIM educationalists and researchers' efforts in TES. This categorization and review of the collected publications can serve as a knowledge base for: (a) identifying major issues involved in BIM education, (b) developing strategies to incorporate BIM into TES, and (c) developing BIM frameworks and curricula in the context of tertiary education, which can assist BIM educators with taking BIM education in TES to the next level for visualization in advanced engineering education. Through analyzing global BIM education research trends, this study also provides future research suggestions on academic BIM education across the globe. Furthermore, our analysi...

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Section: Construction Engineering and Managementmentioning

confidence: 99%

A review of tertiary BIM education for advanced engineering communication with visualization

2016

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“…1, 2, 3, 4, 5 However, fully incorporating BIM instruction across design and construction curricula has proven difficult. 6,7 This problem is a result of both the challenge of the new technology as well as the complexity of teaching it. First, Wang and Leite 8 note that BIM requires an understanding of construction logic and process as well as the collaborative practices of construction project management, both of which are beyond the simple mastery of software.…”

Section: Literature Reviewmentioning

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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“…To better equip students with the capabilities demanded by the AEC industry, many CM programs have integrated BIM into their curricula 23 . Since there is no commonly agreed approach to introduce BIM, the teaching methods varied 3,41,42 .…”

Section: Current Conditionsmentioning

confidence: 99%

“…Joannides et al 23 administrated a survey of 70 construction programs that are ACCE members and received 35 responses. The results suggested that 83% of them had included BIM in their curriculum, and the majority (55%) implemented BIM in one to two courses.…”

Section: Current Conditionsmentioning

confidence: 99%

Incorporating Building Information Modeling in Existing Courses: A Systematic Framework for Undergraduate Construction Management Programs

Huang¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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As Building Information Modeling (BIM) has been employed more widely in the construction industry for the last several years, industry expectations of BIM knowledge for construction management (CM) students has emerged and kept increasing. As a result, BIM education in CM programs has been given more emphases, and a number of CM programs in the U.S. have incorporated BIM contents in their curriculum through various strategies. While recent studies have suggested that integrating BIM into existing CM courses is the most practical approach, few frameworks could be found that are able to provide a systematic coverage of BIM in a CM curriculum. To bridge the gap, this paper proposes a framework that integrates BIM education in various existing courses of a CM program. The framework consists of ten CM courses that are organized in a structured system covering all four years of the program. The Autodesk software package is employed to introduce the applications of its two main BIM programs Revit and Navisworks Manage, as well as Robot Structural Analysis Professional. BIM contents and software features are introduced systematically on various topics including basic concepts, architectural components, structural analysis, MEP systems, materials, topography, schedule, coordination, and visualization. The framework aligns most individual CM subjects directly to their respective BIM components through the integration and exposes CM students to BIM from their entry to the exit. When students finish the degree, they will have acquired BIM knowledge and skills in all relevant CM subjects and will be ready for different career opportunities that require BIM. The proposed framework will serve as a case study of how CM programs could implement BIM education more effectively and efficiently.

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Implementation of Building Information Modeling into Accredited Programs in Architecture and Construction Education

Cited by 48 publications

References 3 publications

A review of tertiary BIM education for advanced engineering communication with visualization

A review of tertiary BIM education for advanced engineering communication with visualization

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

Incorporating Building Information Modeling in Existing Courses: A Systematic Framework for Undergraduate Construction Management Programs

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