Building Information Modeling (BIM) has been profoundly transforming the architecture, engineering, and construction (AEC) industry and likewise is having a similar impact on construction engineering (ConE) education. Without understanding the limitations of existing BIM software packages, the acceptance and implementation of BIM in ConE education will not take place. This paper presents a study that was conducted to compare the functions of Autodesk Revit products and the Vico Virtual Construction Software Suite, the two most popular BIM solutions, and to determine the feasible BIM-based work flow for fulfilling the Body of Knowledge (BOK) requirements in ConE, such as cost estimating, construction scheduling and control, project administration, and contract documents. This paper describes the procedures for identifying the strengths and weaknesses of each software package, and proposes a protocol of implementing BIM in ConE curricula. Finally, conclusions are made and recommendations for avenues of future research are made.

Many engineering professional associations and societies have defined the body of knowledge (BOK) related to their specific engineering disciplines to define the knowledge, skills, and attitudes necessary to become licensed and/or certified to practice professionally. Educators can use such BOKs to identify the knowledge domain for undergraduate and graduate degree programs. A construction engineering and management BOK has not been previously established. As part of a longitudinal review of the construction curriculum, a BOK regarding the technical aspects of construction management has been defined based on a review of the requirements of multiple accrediting bodies. Four principal knowledge areas (cost estimating, construction scheduling and control, project administration, and contract documents) were identified as representing particular sectors of construction management for which there is a set of knowledge and skills. A process for defining program outcomes based on the BOK and course learning objectives based on program outcomes, and mapped back to the BOK, is presented. The BOK and the curriculum development process are independent of any accreditation body, which allows both to be used by any CM program regardless of current of future accreditation requirements.

No abstract