Teaching Building Information Modeling as an Integral Part of Freshman Year Civil Engineering Education

Sacks, Rafael; Barak, Ronen

doi:10.1061/(asce)ei.1943-5541.0000003

Cited by 152 publications

(101 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, the civil engineering body of knowledge (CEBOK) states that the knowledge and skills of BIM-supported communication, cooperation, problem identification, and solution become very critical to civil engineers [40]. CEM reinforces that enhancing BIM education by building systematic and comprehensive BIM education methods has become the focus of the reform of college course [13,14]. In the undergraduate programs of CEM, BIM courses should focus on the cooperation and management at cross-organization and cross-project level [41][42][43].…”

Section: Bim Education In Cemmentioning

confidence: 99%

“…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. Therefore, BIM-driven knowledge domains may require a pedagogical shift by way of integrating training of industrial BIM capabilities with related business and management curricula, and include supportive insights from both university faculty and industrial professionals.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Zhang

Schmidt

2016

Sustainability

View full text Add to dashboard Cite

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.

show abstract

Section: Bim Education In Cemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Zhang

Schmidt

2016

Sustainability

View full text Add to dashboard Cite

show abstract

“…Table 2 shows a summary of the factors identified in the literature review. Eastman et al 2008;Post 2008;Young et al 2008;Yan, Damian 2008;Hartmann, Fischer 2008;Arayici et al 2009Arayici et al , 2011Sacks, Barak 2010;Singh et al 2011;Gerber et al 2011;Nejat et al 2012;Gledson et al 2012;Giel, Issa 2013;Eadie et al 2013;Porwal, Hewage 2013;Zhang, Gao 2013;Migilinskas et al 2013;Volk et al 2014 19 2 Lack of data interoperability (T5) Bernstein, Pittman 2004;Eastman et al 2008;Post 2008;McAdam 2010;Azhar et al 2011;Kim, Anderson 2012;McAuley et al 2012;Rezgui et al 2013;Porwal, Hewage 2013;Aram et al 2013;Migilinskas et al 2013;Gupta et al 2014;Dong et al 2014;Miettinen, Paavola 2014;Volk et al 2014;Cao et al 2015 No. Factors Reference Sum 3 Changes in workflows and inappropriate business models (M4) Bernstein, Pittman 2004;Howell, Batcheler 2004;Méndez 2006;Gilligan, Kunz 2007;Gu et al 2007;…”

Section: Summary Of Factors Identified In the Literature Reviewmentioning

confidence: 99%

A Literature Review of the Factors Limiting the Application of Bim in the Construction Industry

Sun

Jiang

Skibniewski

et al. 2015

Technological and Economic Development of Economy

174

147

View full text Add to dashboard Cite

Abstract. Building Information Modeling (BIM) has had a profound effect on the construction industry. It has greatly improved coordination among stakeholders, enhanced productivity, and increased profits. However, many factors still limit the application of BIM in the construction industry. This study conducts a literature review to identify these negative factors. Firstly, twenty-two sub-factors are identified and classified into five categories: Technology, Cost, Management, Personnel, and Legal. Secondly, some suggestions for eliminating these limiting factors are given. Finally, the study also identifies further research directions for improving BIM theory and applying BIM technology widely and successfully. The results of this study will provide support for practitioners who are using or plan to use BIM.

show abstract

“…BIM presents an opportunity for students to acquire necessary skills by closely mimicking the real-life practices in the industry, instead of going to real sites every time. Some researchers advocated that design and construction education using BIM should be tied closely to the curriculum in schools (Ibrahim and Rahimian, 2010;Peterson et al, 2011;Sacks and Barak, 2010). The learning effects of BIM in this instance have been frequently assessed.…”

Section: Introductionmentioning

confidence: 99%

Generic Model for Measuring Benefits of BIM as a Learning Tool in Construction Tasks

Peng

Shen

et al. 2013

J. Constr. Eng. Manage.

View full text Add to dashboard Cite

Over the past years, people's understanding towards Building Information Modeling (BIM) in the architecture, engineering, and construction (AEC) industry has improved significantly. BIM can be diversely recognized as a virtual design and construction environment, a communication vehicle among stakeholders, a lifelong information model, or an education platform that can be used in universities or colleges. BIM can also be used as a learning tool that can aid project teams in familiarizing themselves with a construction task, prior to commencement of the task on site. Yet, little effort has been made to measure the benefits of this kind. The aim of this research is to empirically measure the benefits of BIM as a learning tool in real-life construction tasks. The learning curves of two situations: construction tasks with and construction tasks without BIM are identified by following a series of analytical processes. The two learning curves are compared and the learning effects contributed by BIM are modeled as L effBIM . By inputting their own data, practitioners may use this generic model to measure learning effects contributed by BIM in their own projects. The model can be used to convince potential BIM users by showing empirical evidence of BIM's benefits. It is also hoped that the model can join the concerted efforts to promote BIM's value in the AEC industry.

show abstract

Teaching Building Information Modeling as an Integral Part of Freshman Year Civil Engineering Education

Cited by 152 publications

References 7 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

A Literature Review of the Factors Limiting the Application of Bim in the Construction Industry

Generic Model for Measuring Benefits of BIM as a Learning Tool in Construction Tasks

Contact Info

Product

Resources

About